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ERIC Number: EJ771888
Record Type: Journal
Publication Date: 2004
Pages: 21
Abstractor: ERIC
Reference Count: 45
ISSN: ISSN-1056-4934
Teacher-Training Reform
Terhart, Ewald
European Education, v36 n1 p29-49 Spr 2004
If one looks at the past and present discussion of the state of teacher training, the irresistible impression is that in the eyes of the participants in this discussion teacher training has actually never been good, is never good, but can become infinitely good for at least 200 years. The situation at any given point in time seems to the public, to the teacher trainers, to educators, and to teachers themselves as fundamentally flawed, although the drama of the diagnosis of the crisis varies considerably, depending on the time or the temperament of the diagnoser. Indeed, the discussion around the reform needs of teacher training is only one element in a much broader and also never-ending discussion of the school and school development as school reform. In this article, the author sketches the development of teacher training and standard criticism. He reconstructs relevant background for this criticism and discusses fundamental structural problems of teacher training and its reform. He concludes by making a plea--however surprising it may seem in view of the many current and timely problem situations--for a calmer and more casual tone in the discussion of teacher training, a tone that will also perhaps be able to subdue the agitation produced by the present tumult in the thicket of different interests. (Contains 12 notes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany