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From secondary-level origins, to its current university-based status, this book highlights the intermingling of policy with structural and process definitions of teacher education throughout Chilean history, up until recent market policies, to offer a comprehensive account of educational development in Chile.
Book Synopsis Historical Development of Teacher Education in Chile by : Beatrice Ávalos
Download or read book Historical Development of Teacher Education in Chile written by Beatrice Ávalos and published by Emerald Group Publishing. This book was released on 2020-10-23 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: From secondary-level origins, to its current university-based status, this book highlights the intermingling of policy with structural and process definitions of teacher education throughout Chilean history, up until recent market policies, to offer a comprehensive account of educational development in Chile.
Over the last two decades, Chile has been driven by an economic imperative to build the capability of citizens to be competent in the English language, resulting in a high demand for teachers of English. As a consequence, teacher education programs have modified their curricula to meet the challenges of educating teachers of English as a global language. This book explores EFL teacher education in order to further understand the nature of teacher learning in second language education environments, examining the varying motives, actions and mediating tools that shaped how a cohort of pre-service teachers learnt to teach EFL in Chile. Framed by a cultural historical activity theory (CHAT) perspective, chapters use key qualitative research to determine how specific factors can help and hinder the effective preparation of teachers, illuminating contradictory dynamics between local and national policies, teacher education programs, and pre-service views and classroom realities. The book makes an important contribution to the growing debate surrounding the design of EFL teacher education policy, curriculum and learning strategies, emphasising the importance of engaging pre-service teachers in learning to teach EFL, and the interrelated factors that shape this learning. English Language Teacher Education in Chile will be of key interest to academics, researchers and postgraduate students in the fields of teacher education, curriculum studies, and English language teaching (ESL/EFL), as well as policy makers, TESOL organisations, and those interested in applying a CHAT perspective to language teaching and learning.
Book Synopsis English Language Teacher Education in Chile by : Malba Barahona
Download or read book English Language Teacher Education in Chile written by Malba Barahona and published by Routledge. This book was released on 2015-07-15 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the last two decades, Chile has been driven by an economic imperative to build the capability of citizens to be competent in the English language, resulting in a high demand for teachers of English. As a consequence, teacher education programs have modified their curricula to meet the challenges of educating teachers of English as a global language. This book explores EFL teacher education in order to further understand the nature of teacher learning in second language education environments, examining the varying motives, actions and mediating tools that shaped how a cohort of pre-service teachers learnt to teach EFL in Chile. Framed by a cultural historical activity theory (CHAT) perspective, chapters use key qualitative research to determine how specific factors can help and hinder the effective preparation of teachers, illuminating contradictory dynamics between local and national policies, teacher education programs, and pre-service views and classroom realities. The book makes an important contribution to the growing debate surrounding the design of EFL teacher education policy, curriculum and learning strategies, emphasising the importance of engaging pre-service teachers in learning to teach EFL, and the interrelated factors that shape this learning. English Language Teacher Education in Chile will be of key interest to academics, researchers and postgraduate students in the fields of teacher education, curriculum studies, and English language teaching (ESL/EFL), as well as policy makers, TESOL organisations, and those interested in applying a CHAT perspective to language teaching and learning.
"The focus of this book is on the secondary school history curriculum in Chile from colonial times to the present. By way of background, attention is paid to the development of the history curriculum in the three countries which have most influenced educational developments in Chile, namely, England, the United States of America and Spain. The academic literature on the history curriculum throughout the English-speaking and Latin-speaking world, especially on the purposes attached to history as a school subject and the variety of pedagogical approaches prescribed is also considered. The results of a project that addressed the following interrelated research questions are then outlined: • What is the historical background to the current secondary school history curriculum in Chile? • What are the current developments of the secondary school history curriculum in Chile? • What are the issues of concern for secondary school history teachers in Chile? At various times the teaching of the subject ranged from being in the ‘great tradition’ approach, emphasizing teacher-centred activities and repetition of content knowledge, to being in the ‘new history’ tradition, emphasizing the promotion of active learning, student-centred activities and the encouragement of the historical method of enquiry. The analysis also details current issues of concern for teachers regarding the implementation of the current curriculum framework for secondary school history. The book concludes with a consideration of implications for practice in areas pertaining to curriculum development, teaching and learning, management and administration, teacher preparation, and professional development practices in Chile. "
Book Synopsis A Study of the Secondary School History Curriculum in Chile from Colonial Times to the Present by : Carmen Gloria Zúñiga
Download or read book A Study of the Secondary School History Curriculum in Chile from Colonial Times to the Present written by Carmen Gloria Zúñiga and published by Springer. This book was released on 2015-02-03 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The focus of this book is on the secondary school history curriculum in Chile from colonial times to the present. By way of background, attention is paid to the development of the history curriculum in the three countries which have most influenced educational developments in Chile, namely, England, the United States of America and Spain. The academic literature on the history curriculum throughout the English-speaking and Latin-speaking world, especially on the purposes attached to history as a school subject and the variety of pedagogical approaches prescribed is also considered. The results of a project that addressed the following interrelated research questions are then outlined: • What is the historical background to the current secondary school history curriculum in Chile? • What are the current developments of the secondary school history curriculum in Chile? • What are the issues of concern for secondary school history teachers in Chile? At various times the teaching of the subject ranged from being in the ‘great tradition’ approach, emphasizing teacher-centred activities and repetition of content knowledge, to being in the ‘new history’ tradition, emphasizing the promotion of active learning, student-centred activities and the encouragement of the historical method of enquiry. The analysis also details current issues of concern for teachers regarding the implementation of the current curriculum framework for secondary school history. The book concludes with a consideration of implications for practice in areas pertaining to curriculum development, teaching and learning, management and administration, teacher preparation, and professional development practices in Chile. "
Teacher Education in a Transnational World brings together specialists from various disciplines and scholars with policy-making and high-level government and administrative experience to discuss the historical, sociological, and philosophical issues associated with teacher education in a global context. Edited by Rosa Bruno-Jofré and James Scott Johnston, two leading scholars of the history and philosophy of education, this collection offers both analytical and practical insights into the present and future state of teacher education. Among the topics examined are paradigmatic changes in teacher education, the impact of the Bologna process in Europe, Indigenous education, and state policies in a transnational context. With contributors from nine countries on four continents, Teacher Education in a Transnational World offers a genuinely international interdisciplinary examination of the challenges and opportunities associated with teacher education in the twenty-first century.
Book Synopsis Teacher Education in a Transnational World by : Rosa Bruno-Jofre
Download or read book Teacher Education in a Transnational World written by Rosa Bruno-Jofre and published by University of Toronto Press. This book was released on 2014-11-21 with total page 480 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher Education in a Transnational World brings together specialists from various disciplines and scholars with policy-making and high-level government and administrative experience to discuss the historical, sociological, and philosophical issues associated with teacher education in a global context. Edited by Rosa Bruno-Jofré and James Scott Johnston, two leading scholars of the history and philosophy of education, this collection offers both analytical and practical insights into the present and future state of teacher education. Among the topics examined are paradigmatic changes in teacher education, the impact of the Bologna process in Europe, Indigenous education, and state policies in a transnational context. With contributors from nine countries on four continents, Teacher Education in a Transnational World offers a genuinely international interdisciplinary examination of the challenges and opportunities associated with teacher education in the twenty-first century.
Over the last two decades, Chile has been driven by an economic imperative to build the capability of citizens to be competent in the English language, resulting in a demand for teachers of English (Matear, 2008). However, there has been a widely held belief that Chilean teachers of English are inadequately skilled and incapable of effectively teaching English at schools (Ministerio de Educacion, 2009a). This has resulted in an increasing number of studies in teacher education, however, there is still little evidence based research available regarding how teachers learn to teach English as a Foreign Language (EFL) and what the most effective conditions for this learning are (Diaz & Bastias, 2012). This thesis explores EFL teacher education in Chile in order to understand the nature of teacher learning in this specific context. The research uses a qualitative research approach to examine the varying motives, actions and mediating tools that shaped how a cohort of 24 final stage pre-service teachers learnt to teach EFL in Chile. The research question addressed in this thesis was: how do final stage pre-service teachers learn to teach EFL in a Chilean teacher education program? The study was framed by a cultural historical activity theory (CHAT) perspective. CHAT's explanatory potential proved useful in understanding pre-service teachers' engagement in the activity of learning to teach EFL, and the interrelated factors that shaped this learning. CHAT also revealed the differing planes and dimensions that impacted pre-service teachers' beliefs, their academic learning and initial teaching experiences. The major contribution of this thesis lies in its illumination of how a group of pre-service teachers learnt to teach EFL in a Chilean teacher education program. The analysis suggested that pre-service teachers' participation in schools and university coursework settings mediated their ways of thinking, learning, and acting like teachers of English. Pre-service teachers' individual perceptions about learning to teach EFL were examined against the social, cultural and historical context of the activity of learning to teach EFL in Chile. This revealed tensions emerging around differing learning motives, approaches to teaching English, and tools in their negotiation between schools and university environments. The findings of the study support the argument that well designed teacher education which is effectively integrated with practicum experience has an expansive learning potential. This means that pre-service teachers learn to teach EFL as a result of a dialectical relationship of a confluence of factors: their personal experiences as learners, the program's curriculum and pedagogy, teaching experiences and personal commitment. This elucidation can contribute to teacher education policy in Chile and future curriculum design in SLTE. The second contribution of this thesis lies in its methodological strand. CHAT as an analytical framework proved to be helpful in making visible specific factors that afforded and constrained pre-service teachers' learning. It shed light on the dialectic nature of EFL teacher learning and its contradictory dynamics between national educational policies, teacher education programs, between theory and practice, and between pre-service teachers' views and classroom reality.
Book Synopsis Understanding English Language Teacher Education in Chile by : Maria Alba Barahona
Download or read book Understanding English Language Teacher Education in Chile written by Maria Alba Barahona and published by . This book was released on 2013 with total page 606 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the last two decades, Chile has been driven by an economic imperative to build the capability of citizens to be competent in the English language, resulting in a demand for teachers of English (Matear, 2008). However, there has been a widely held belief that Chilean teachers of English are inadequately skilled and incapable of effectively teaching English at schools (Ministerio de Educacion, 2009a). This has resulted in an increasing number of studies in teacher education, however, there is still little evidence based research available regarding how teachers learn to teach English as a Foreign Language (EFL) and what the most effective conditions for this learning are (Diaz & Bastias, 2012). This thesis explores EFL teacher education in Chile in order to understand the nature of teacher learning in this specific context. The research uses a qualitative research approach to examine the varying motives, actions and mediating tools that shaped how a cohort of 24 final stage pre-service teachers learnt to teach EFL in Chile. The research question addressed in this thesis was: how do final stage pre-service teachers learn to teach EFL in a Chilean teacher education program? The study was framed by a cultural historical activity theory (CHAT) perspective. CHAT's explanatory potential proved useful in understanding pre-service teachers' engagement in the activity of learning to teach EFL, and the interrelated factors that shaped this learning. CHAT also revealed the differing planes and dimensions that impacted pre-service teachers' beliefs, their academic learning and initial teaching experiences. The major contribution of this thesis lies in its illumination of how a group of pre-service teachers learnt to teach EFL in a Chilean teacher education program. The analysis suggested that pre-service teachers' participation in schools and university coursework settings mediated their ways of thinking, learning, and acting like teachers of English. Pre-service teachers' individual perceptions about learning to teach EFL were examined against the social, cultural and historical context of the activity of learning to teach EFL in Chile. This revealed tensions emerging around differing learning motives, approaches to teaching English, and tools in their negotiation between schools and university environments. The findings of the study support the argument that well designed teacher education which is effectively integrated with practicum experience has an expansive learning potential. This means that pre-service teachers learn to teach EFL as a result of a dialectical relationship of a confluence of factors: their personal experiences as learners, the program's curriculum and pedagogy, teaching experiences and personal commitment. This elucidation can contribute to teacher education policy in Chile and future curriculum design in SLTE. The second contribution of this thesis lies in its methodological strand. CHAT as an analytical framework proved to be helpful in making visible specific factors that afforded and constrained pre-service teachers' learning. It shed light on the dialectic nature of EFL teacher learning and its contradictory dynamics between national educational policies, teacher education programs, between theory and practice, and between pre-service teachers' views and classroom reality.
This handbook focuses on and compares the education systems in the three Americas: North, Central and South America, and includes a chapter on most countries in the region. The chapters follow a common structure and include schematic diagrams of the structure of mainstream education from pre-primary to tertiary level. Each chapter starts with a description of the historical and social foundations of the education system from the post-World War II period up to today, including political, economic and cultural contexts and conditions. By highlighting important dates and structural decisions, the current education system can be understood as resulting from past developments. The first part ends with a description of the transitions to the labour market that are offered, and the way in which these are organized in the education system described. The second part consists of an overview of the institutional and organizational principles as well as the structure of education from pre-primary to tertiary level. It includes a focus on legislative bases and financial provisions for the education system and a description of the structure by using the ISCED-classification. It further includes information of the supply of human resources such as teachers and other educators. The third and final part of the handbook discusses selected educational trends and aspects. In this context, three topics are of particular interest: dealing with inequality, ICT and digitization activities, and STEM-related policies and programmes.
Book Synopsis The Education Systems of the Americas by : Sieglinde Jornitz
Download or read book The Education Systems of the Americas written by Sieglinde Jornitz and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This handbook focuses on and compares the education systems in the three Americas: North, Central and South America, and includes a chapter on most countries in the region. The chapters follow a common structure and include schematic diagrams of the structure of mainstream education from pre-primary to tertiary level. Each chapter starts with a description of the historical and social foundations of the education system from the post-World War II period up to today, including political, economic and cultural contexts and conditions. By highlighting important dates and structural decisions, the current education system can be understood as resulting from past developments. The first part ends with a description of the transitions to the labour market that are offered, and the way in which these are organized in the education system described. The second part consists of an overview of the institutional and organizational principles as well as the structure of education from pre-primary to tertiary level. It includes a focus on legislative bases and financial provisions for the education system and a description of the structure by using the ISCED-classification. It further includes information of the supply of human resources such as teachers and other educators. The third and final part of the handbook discusses selected educational trends and aspects. In this context, three topics are of particular interest: dealing with inequality, ICT and digitization activities, and STEM-related policies and programmes.
The International Science and Evidence Based Education (ISEE) Assessment is an initiative of the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), and is its contribution to the Futures of Education process launched by UNESCO Paris in September 2019. In order to contribute to re-envisioning the future of education with a science and evidence based report, UNESCO MGIEP embarked on the first-ever large-scale assessment of knowledge of education.
Book Synopsis The International Science and Evidence Based Education (ISEE) Assessment by : UNESCO MGIEP
Download or read book The International Science and Evidence Based Education (ISEE) Assessment written by UNESCO MGIEP and published by UNESCO MGIEP. This book was released on 2022-03-22 with total page 1838 pages. Available in PDF, EPUB and Kindle. Book excerpt: The International Science and Evidence Based Education (ISEE) Assessment is an initiative of the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), and is its contribution to the Futures of Education process launched by UNESCO Paris in September 2019. In order to contribute to re-envisioning the future of education with a science and evidence based report, UNESCO MGIEP embarked on the first-ever large-scale assessment of knowledge of education.
Over the past forty years, media education research has emerged as a historical, epistemological and practical field of study. Shifts in the field—along with radical transformations in media technologies, aesthetic forms, ownership models, and audience participation practices—have driven the application of new concepts and theories across a range of both school and non-school settings. The Handbook on Media Education Research is a unique exploration of the complex set of practices, theories, and tools of media research. Featuring contributions from a diverse range of internationally recognized experts and practitioners, this timely volume discusses recent developments in the field in the context of related scholarship, public policy, formal and non-formal teaching and learning, and DIY and community practice. Offering a truly global perspective, the Handbook focuses on empirical work from Media and Information Literacy (MIL) practitioners from around the world. The book’s five parts explore global youth cultures and the media, trans-media learning, media literacy and scientific controversies, varying national approaches to media research, media education policies, and much more. A ground breaking resource on the concepts and theories of media research, this important book: Provides a diversity of views and experiences relevant to media literacy education research Features contributions from experts from a wide-range of countries including South Africa, Finland, India, Italy, Brazil, and many more Examines the history and future of media education in various international contexts Discusses the development and current state of media literacy education institutions and policies Addresses important contemporary issues such as social media use; datafication; digital privacy, rights, and divides; and global cultural practices. The Handbook of Media Education Research is an invaluable guide for researchers in the field, undergraduate and graduate students in media studies, policy makers, and MIL practitioners.
Book Synopsis The Handbook of Media Education Research by : Divina Frau-Meigs
Download or read book The Handbook of Media Education Research written by Divina Frau-Meigs and published by John Wiley & Sons. This book was released on 2020-09-04 with total page 528 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past forty years, media education research has emerged as a historical, epistemological and practical field of study. Shifts in the field—along with radical transformations in media technologies, aesthetic forms, ownership models, and audience participation practices—have driven the application of new concepts and theories across a range of both school and non-school settings. The Handbook on Media Education Research is a unique exploration of the complex set of practices, theories, and tools of media research. Featuring contributions from a diverse range of internationally recognized experts and practitioners, this timely volume discusses recent developments in the field in the context of related scholarship, public policy, formal and non-formal teaching and learning, and DIY and community practice. Offering a truly global perspective, the Handbook focuses on empirical work from Media and Information Literacy (MIL) practitioners from around the world. The book’s five parts explore global youth cultures and the media, trans-media learning, media literacy and scientific controversies, varying national approaches to media research, media education policies, and much more. A ground breaking resource on the concepts and theories of media research, this important book: Provides a diversity of views and experiences relevant to media literacy education research Features contributions from experts from a wide-range of countries including South Africa, Finland, India, Italy, Brazil, and many more Examines the history and future of media education in various international contexts Discusses the development and current state of media literacy education institutions and policies Addresses important contemporary issues such as social media use; datafication; digital privacy, rights, and divides; and global cultural practices. The Handbook of Media Education Research is an invaluable guide for researchers in the field, undergraduate and graduate students in media studies, policy makers, and MIL practitioners.
The International Handbooks of Teacher Education cover major issues in the field through chapters that offer detailed literature reviews designed to help readers to understand the history, issues and research developments across those topics most relevant to the field of teacher education from an international perspective. This volume is divided into two sections: The organisation and structure of teacher education; and, knowledge and practice of teacher education. The first section explores the complexities of teacher education, including the critical components of preparing teachers for teaching, and various aspects of teaching and teacher education that create tensions and strains. The second examines the knowledge and practice of teacher education, including the critical components of teachers’ professional knowledge, the pedagogy of teacher education, and their interrelationships, and delves into what we know and why it matters in teacher education.
Book Synopsis International Handbook of Teacher Education by : John Loughran
Download or read book International Handbook of Teacher Education written by John Loughran and published by Springer. This book was released on 2016-05-04 with total page 585 pages. Available in PDF, EPUB and Kindle. Book excerpt: The International Handbooks of Teacher Education cover major issues in the field through chapters that offer detailed literature reviews designed to help readers to understand the history, issues and research developments across those topics most relevant to the field of teacher education from an international perspective. This volume is divided into two sections: The organisation and structure of teacher education; and, knowledge and practice of teacher education. The first section explores the complexities of teacher education, including the critical components of preparing teachers for teaching, and various aspects of teaching and teacher education that create tensions and strains. The second examines the knowledge and practice of teacher education, including the critical components of teachers’ professional knowledge, the pedagogy of teacher education, and their interrelationships, and delves into what we know and why it matters in teacher education.
Reviews of National Policies for Education: Chile covers the entire system of Chilean education from pre-school through tertiary education and lifelong learning for all, and analyses it in terms of its economic, social and political impact.
Book Synopsis Reviews of National Policies for Education: Chile 2004 by : OECD
Download or read book Reviews of National Policies for Education: Chile 2004 written by OECD and published by OECD Publishing. This book was released on 2004-02-12 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reviews of National Policies for Education: Chile covers the entire system of Chilean education from pre-school through tertiary education and lifelong learning for all, and analyses it in terms of its economic, social and political impact.
