Initial Teacher Education and Continuing Training Policies in a Comparative Perspective

Musset, Pauline

doi:10.1787/5kmbphh7s47h-en

Cited by 83 publications

(37 citation statements)

References 34 publications

(22 reference statements)

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“…En un informe para la OCDE, Musset distingue entre los modelos tradicionales de formación inicial y los nuevos modelos (Musset, 2010). Entre los tradicionales, incluye la vía de la "escuela normal", orientada a formar docentes de educación primaria, y la "académica", más utilizada para los de educación secundaria.…”

Section: Estatus Académico Y Epistemológicounclassified

La Formación Inicial Docente Entre Profesionalismo Y Vías Alternativas: Mirada Internacional

Gil

2016

Bordon

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Section: Estatus Académico Y Epistemológicounclassified

La Formación Inicial Docente Entre Profesionalismo Y Vías Alternativas: Mirada Internacional

Gil

2016

Bordon

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“…According to the typology of different models of teacher education put forward by Musset (2010), these changes indicate a desire to develop a model of "professionalisation" of teaching. Starting to promote this change in initial teacher education is well aligned with the move towards enhancing teacher professionalism in the last several years.…”

Section: A Number Of Changes To Strengthen Initial Teacher Educationmentioning

confidence: 99%

OECD Reviews of School Resources: Denmark 2016

Nusche¹,

Radinger²,

Falch³

et al. 2016

OECD Reviews of School Resources

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This work is published on the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Organisation or of the governments of its member countries.This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Corrigenda to OECD publications may be found on line at: www.oecd.org/about/publishing/corrigenda.htm. © OECD 2016You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgment of the source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at info@copyright.com or the Centre français d'exploitation du droit de copie (CFC) at contact@cfcopies.com. Nusche, D. et al. (2016) Please cite this publication as: Denmark was one of the countries which opted to participate in the country review strand and host a visit by an external review team. The scope for analysis in this report includes public primary and lower secondary education (Folkeskole). Members of the review team were Deborah Nusche (OECD), Thomas Radinger (OECD), Torberg Falch (Norwegian University of Science and Technology), and Bruce Shaw (Ontario Ministry of Education). Deborah Nusche co-ordinated the review between May 2014 and January 2016 and Thomas Radinger co-ordinated the review between February and October 2016. The biographies of the members of the review team are provided in Annex B. This publication is the report of the review team. It provides, from an international perspective, an independent analysis of major issues facing the use of school resources in Denmark, current policy initiatives, and possible future approaches. The report serves three purposes: i) to provide insights and advice to the Danish education authorities; ii) to help other countries understand the Danish approach to the use of school resources; and iii) to provide input for the thematic comparative reports of the OECD School Resources Review. The involvement of Denmark in the OECD review was co-ordinated by Jon Jespersen, Senior Advisor in the Division for Evidence Informed Policy and Practice in Day Care and Education of the Agency for Education and Quality, in collaboration with Jørn Skovsgaard, Senior Advisor in the Division for International Affairs of the Danish Ministry for Children, Education and Gender Equality. An important part of the involvement of Denmark was the preparation of a comprehensive and informative Country Background Report (CBR) on school resou...

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“…Therefore, strengthening rural kindergarten teachers' qualification is the prerequisite of promoting the equity and enhancing the quality of Chinese ECE. Study shows that the most effective way to improve educational equity is to provide pre-service and in-service teacher education (Musset 2009). Thus, improving the qualification of rural kindergarten teachers is closely connected with Chinese teacher education policies and is of essential importance to the balanced development of Chinese ECE.…”

Section: Improvement Of Teachers' Qualification and Enhancement Of Thmentioning

confidence: 99%

The way to early childhood education equity - policies to tackle the urban-rural disparities in China

Hong

Liu

et al. 2015

ICEP

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Protecting children's development rights and promoting social equity are the priority and core tasks of the Chinese government and international community. Currently, the inequity of early childhood education (ECE) in China is still severe. The disparities between urban and rural areas are the main contributors to this situation, which are manifested in ECE opportunities, process, and outcome. This research tries to address the inequity issue and evaluate the policies the Chinese government has taken to tackle the inequity. With a policy analysis approach, the research analyzed the official data, documents, policy papers, and laws in order to construct a clear picture of Chinese ECE disparities and the achievement and challenges of the relevant ECE policies. In this article, the background of the urban and rural ECE disparities will be first introduced, followed by the detailed analysis of the disparities in ECE opportunities, process, and outcome. Then the article will describe and analyze the official measures and policies that are employed to tackle the ECE disparities, including the institutional foundations for rural ECE development, optimized allocation of ECE resources, improved rural kindergarten teachers' qualification system, enhanced ECE funding system, and strengthened supervision and evaluation system. The article will also evaluate the effectiveness of the policies and give the implications that can help the further ECE policy-making process.

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Initial Teacher Education and Continuing Training Policies in a Comparative Perspective

Cited by 83 publications

References 34 publications

La Formación Inicial Docente Entre Profesionalismo Y Vías Alternativas: Mirada Internacional

La Formación Inicial Docente Entre Profesionalismo Y Vías Alternativas: Mirada Internacional

OECD Reviews of School Resources: Denmark 2016

The way to early childhood education equity - policies to tackle the urban-rural disparities in China

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