Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-9278-6.ch008
W. Weidinger, Rolf Gollob
The IPE (International Projects in Education) Centre of the Zurich University of Teacher Education (PHZH) deals with questions of lifelong learning of teachers in many of its international collaborations. The chapter deals on the one hand with the question of how the continuing education of teachers is organized in Switzerland, what successful forms and approaches are, and on which learning theories they are based. Learning from colleagues in peer-mentoring programs as one element of school development is presented from various perspectives. The concept of school-based in-service teacher training (SITT) is presented and discussed for a successful implementation on school level. In addition, practical examples from various cooperation projects around the world are briefly presented to explain how experiences can be further developed thanks to careful cooperation and to learn from this that teachers around the world perhaps learn most effectively from their colleagues if there is a good concept behind this approach.
{"title":"School-Based In-Service Teacher Training and Peer-to-Peer Learning as an Element of Professionalization","authors":"W. Weidinger, Rolf Gollob","doi":"10.4018/978-1-7998-9278-6.ch008","DOIUrl":"https://doi.org/10.4018/978-1-7998-9278-6.ch008","url":null,"abstract":"The IPE (International Projects in Education) Centre of the Zurich University of Teacher Education (PHZH) deals with questions of lifelong learning of teachers in many of its international collaborations. The chapter deals on the one hand with the question of how the continuing education of teachers is organized in Switzerland, what successful forms and approaches are, and on which learning theories they are based. Learning from colleagues in peer-mentoring programs as one element of school development is presented from various perspectives. The concept of school-based in-service teacher training (SITT) is presented and discussed for a successful implementation on school level. In addition, practical examples from various cooperation projects around the world are briefly presented to explain how experiences can be further developed thanks to careful cooperation and to learn from this that teachers around the world perhaps learn most effectively from their colleagues if there is a good concept behind this approach.","PeriodicalId":436048,"journal":{"name":"Global Perspectives on Teacher Performance Improvement","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132083413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-9278-6.ch009
F. Fovet
The chapter examines the urgent need for pre-service teacher training programs to integrate content on mental health. In the current neo-liberal context, there is increasing pressure on universities to streamline and shorten these programs, when in fact there might be a need to add content to their existing structure. Developing pre-service teachers' awareness around student mental health is a pressing need but one campuses are usually reluctant to address when it may represent a widening of their scope. The chapter analyzes phenomenological data collected by the author around his lived experience of delivering a course on mental health within a Canadian pre-service teacher training program. It examines the complex, rich, and diverse outcomes that are achieved (1) on teacher candidates' approaches to inclusion, (2) on their ability to navigate their own mental health issues, and (3) more widely on their willingness to embrace social model approaches to disability. The chapter examines the repercussions of this reflection on the transformation of pre-service teacher programs.
{"title":"Embedding Authentic and Effective Awareness About Mental Health in Pre-Service Teacher Training","authors":"F. Fovet","doi":"10.4018/978-1-7998-9278-6.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-9278-6.ch009","url":null,"abstract":"The chapter examines the urgent need for pre-service teacher training programs to integrate content on mental health. In the current neo-liberal context, there is increasing pressure on universities to streamline and shorten these programs, when in fact there might be a need to add content to their existing structure. Developing pre-service teachers' awareness around student mental health is a pressing need but one campuses are usually reluctant to address when it may represent a widening of their scope. The chapter analyzes phenomenological data collected by the author around his lived experience of delivering a course on mental health within a Canadian pre-service teacher training program. It examines the complex, rich, and diverse outcomes that are achieved (1) on teacher candidates' approaches to inclusion, (2) on their ability to navigate their own mental health issues, and (3) more widely on their willingness to embrace social model approaches to disability. The chapter examines the repercussions of this reflection on the transformation of pre-service teacher programs.","PeriodicalId":436048,"journal":{"name":"Global Perspectives on Teacher Performance Improvement","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127153820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：