Although educational opportunities have improved worldwide for children with disabilities, there are concerns about the preparation of teachers working with this student population. Using secondary ...data on 121,173 teachers from the Teaching and Learning International Survey (TALIS) 2013, this independent study examined the professional development needs of teachers in special education. Results show teachers in classrooms with a high percentage of students with special needs are likely to have the least qualifications and greatest professional development need. The shortage of teachers with special education competency and current professional development needs of teachers have policy implications for educating children with disabilities.
•Teachers working with students with special needs were less qualified than those who did not.•Nearly 50% of schools reported a shortage of teachers with special needs competency.•In 27 of 38 countries, more professional development in special education is a priority.•Teachers who worked with more students with disabilities needed professional development.•Teachers in schools with strong leadership needed less professional development.
In the paper the research results of the Department of Comparative Education of the Institute of Pedagogy of the National Academy of Educational Sciences of Ukraine in the framework of the research ...project “Trends in school education in the EU, USA and China” (2018–2020) analysed. The scientific-auxiliary bibliographic indexes of the published works and the final reports on the scientific activity of the Department were used as information sources. The author found the increase in number and expansion of types of the published works within the 2018-2020 research project in comparison with the previous ones (2012–2014 and 2015–2017) (0118U003360). Based on the results of the analysis the author came to the conclusion that such a transformation was caused by the demands of the national education (launch of the secondary education reform “New Ukrainian School” in 2017/2018 academic year; introduction of training component into the doctoral education within the Bologna process that actualizes the development of textbooks/instruction materials) and new societal challenges (COVID-19 pandemic). The author draws attention to the importance of constant rethinking of the comparative education mission to meet the needs of the national education. Priorities in these conditions are: synergy with the context, openness to change, quick response, flexibility of the essence and format of the research, innovative ideas, practical orientation of the results.
From a personal perspective, the article focuses on the points of contact between Didaktik and curriculum theory within a continental European perspective, where Didaktik is more commonly used than ...curriculum for describing the issues under scrutiny. By highlighting these points of contact between a continental European description of Didaktik and an Anglo-American description in curriculum, it also looks into the future, discussing some probable developments within education.
We investigated patterns of teacher policy reforms in eight countries – Denmark, Finland, Norway, and Sweden in the Nordic group and Japan, Singapore, South Korea, and Taiwan in East Asia. Using the ...Reforms Finder of the Organization for Economic Cooperation and Development (OECD) and the World Education Reform Database (WERD) to identify teacher-related reforms, we found all nations focused on the improvement of teacher quality as a common vision for education, but no nation implemented a “coherent” set of policies that addressed all phases of teacher professional trajectories. Some regional effects in policy emphasis with regard to education, certification, working conditions and long-term professional development were noted.
•These nations are actively engaged with with transnational education or policy organizations.•All nations passed teacher-focused policies to improve teacher quality.•Nordic countries focused more on the initial stages of teacher careers.•East Asian countries pay more attention to the later stages of teacher careers.•Significant national and regional variation exist in teacher-focused policies.
Teachers who mentor student teachers on practicum play a critical role in teacher education. However, it is widely reported that these teachers are poorly prepared and lack sufficient knowledge for ...mentoring. And what is known about mentoring is largely drawn from idiosyncratic single-context studies. In an attempt to extend the scope of this knowledge, this study draws on the Mentoring Profile Inventory (www.mentoringprofile.com) to chart how mentors conceive of their work within and across six international contexts. The outcome is a comparative analysis that highlights what is ‘particular’ versus what is ‘general’ across contexts that has not been previously reported.
•The paper involves mentors from six countries: New Zealand; Thailand; China; Canada; Spain; and Australia.•The paper represents a shift from largely idiosyncratic within-context analyses to comparative across-contexts analyses.•The paper demonstrates the Mentoring Profile Inventory as a metric for comparative work.•The paper highlights distinctive features of mentoring contexts that typically remain hidden within those contexts.•The paper demonstrates that there are at least three ‘universals’ about mentoring regardless of context.
Education in the age of COVID-19 Stanistreet, Paul; Elfert, Maren; Atchoarena, David
International review of education,
2020/12, Letnik:
66, Številka:
5/6
Journal Article
PDF
