- Author:Shen-Keng Yang
- Publisher:Peter Lang GmbH, Internationaler Verlag der Wissenschaften (August 1, 1998)
- Pages:227 pages
- Subcategory:Schools & Teaching
- FB2 format1754 kb
- ePUB format1369 kb
- DJVU format1909 kb
- Formats:azw mobi txt rtf
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en und Praxis,, Bd. 36.
found in the catalog. Comparison, understanding, and teacher education in international pers. Are you sure you want to remove Comparison, understanding, and teacher education in international perspective from your list? Comparison, understanding, and teacher education in international perspective. Published 1998 by P. Lang in Frankfurt am Main, New York. en und Praxis,, Bd.
Comparison, Understanding and Teacher Education in International Perspective. by Gerhard W. Schnaitmann. Frankfurt/Main: Lang. Confucius and Traditional Chinese Education: An Assessment. In: Ruth Hayhoe, e. Education and Modernization. The Chinese Experience (3-22). Oxford: Pergamon Press.
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.
Publisher : Lang, Peter, Gmbh, Internationaler Verlag Der Wissenschaften.
Informationen zum Titel Comparison, Understanding, and Teacher Education in International .
With reference to the discussed methodological reflections, a comparison of teacher education in Germany, the United States, Britain and Taiwan, . is presented against their respective cultural backgrounds.
Primary teachers may also receive instruction in the content and methods of subjects other than their own specialties .
Primary teachers may also receive instruction in the content and methods of subjects other than their own specialties that figure in the primary curriculum. In normal schools and colleges, and some universities, the three elements run parallel to one another, and the student is professionally committed from the outset of his course. The sequencing, balance, content, and organization of general and specialist academic work, courses in education, and professional studies and teaching experience has been a subject of discussion since the earliest days of organized teacher education. The importance of the element of general education has been defended on various grounds.