Beskrivelse
Initial teacher education (ITE) (læreruddannelse) in New Zealand has experienced significant changes over the recent past. This includes the amalgamation of teacher colleges with Universities and the ongoing reviews of the New Zealand curriculum and its implications to teacher education. Recent challenges for schools such as equipping teachers with what it means to teach for competencies such as communication, numeracy, information literacy, problem-solving and students’ self-management skills impact also on ITE as well as specific to science the emphasis on teaching the Nature of Science (arbejdsmåder og tankegange i naturfag). All this is embedded in the conceptual frameworks of the various ITE providers (læreruddannelser), which should include an understanding of “the nature of teaching and how best to learn about it” (Hoban, 2005). There are also now teacher professional standards, which include competences. But these are kept general and are interpreted for each learning area (fagområde, fx naturfag).In this presentation I will provide a short overview of some key aspects of the New Zealand ITE frameworks, share the recent changes including how the latest iteration of the New Zealand science curriculum affects teacher education and discuss what it means that ITE providers (læreruddannere) now have to live up to academic standards and with that be actively involved in conducting research and what this means in relation to research informed teacher education.
| Periode | 25 okt. 2012 |
|---|---|
| Begivenhedstitel | Fremtidens læreruddannelse i naturfag |
| Begivenhedstype | Konference |
| Placering | Middlefart, DanmarkVis på kort |