Educationg Schools Project<\/a>. \u00c1ri\u00f0 2006 g\u00e1fu samt\u00f6kin \u00fat sk\u00fdrslu, Educating School Teachers<\/a>, \u00fear sem m.a. eru sett fram n\u00edu vi\u00f0mi\u00f0 sem nota m\u00e1 til a\u00f0 meta kennaramenntun:<\/p>\n This study offers a nine-point template for judging the quality of teacher education programs. <\/em><\/p>\n 1. Purpose: The program\u2019s purpose is explicit, focusing on the education of teachers; the goals reflect the needs of today\u2019s teachers, schools, and children; and the definition of success is tied to student learning in the classrooms of education school graduates. <\/em><\/p>\n 2. Curricular coherence: The curriculum mirrors program purposes and goals. It is rigorous, coherent, and organized to teach the skills and knowledge needed by teachers at specific types of schools and at the various stages of their careers. <\/em><\/p>\n 3. Curricular balance: The curriculum integrates the theory and practice of teaching, balancing study in university classrooms with work in schools alongside successful practitioners. <\/em><\/p>\n 4. Faculty composition: The faculty includes academics and practitioners, ideally combined in the same individuals, who are expert in teaching, up to date in their field, intellectually productive, and have their feet planted in both the academy and the schools. Taken as a whole, faculty members and their fields of expertise are aligned with the curriculum and student enrollment. <\/em><\/p>\n 5. Admissions: Admissions criteria are designed to recruit students with the capacity and motivation to become successful teachers. <\/em><\/p>\n 6. Graduation and degree standards: Graduation standards are high, students are adequately prepared for the classroom, and the degrees awarded are appropriate to the profession. <\/em><\/p>\n 7. Research: Research carried out in the program is of high quality, driven by practice, and useful to practitioners and\/or policy makers. <\/em><\/p>\n 8. Finances: Resources are adequate to support the program. <\/em><\/p>\n 9. Assessment: The program engages in continuing self-assessment and improvement of its performance. <\/em><\/p>\n Sk\u00fdrslan sj\u00e1lf<\/a> gefur nokkur r\u00e1\u00f0 um menntun kennara. Me\u00f0al \u00feeirra er r\u00e1\u00f0gj\u00f6f um a\u00f0 menntunin leggi r\u00edka \u00e1herslu \u00e1 fagmennsku kennarans, \u00fe.e. a\u00f0 n\u00e1m hans taki\u00f0 mi\u00f0 af \u00fev\u00ed a\u00f0 hann muni kenna, samantekin r\u00e1\u00f0<\/a> (executive summary<\/a>).<\/p>\n","protected":false},"excerpt":{"rendered":" Arthur Levine sk\u00fdrslan. Educationg Schools Project. \u00c1ri\u00f0 2006 g\u00e1fu samt\u00f6kin \u00fat sk\u00fdrslu, Educating School Teachers, \u00fear sem m.a. eru sett fram n\u00edu vi\u00f0mi\u00f0 sem nota m\u00e1 til a\u00f0 meta kennaramenntun: This study offers a nine-point template for judging the quality … Continue reading