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The University of South Carolina used an educational television format for an introductory braille course to reach a population of teachers scattered throughout the state. Results indicate that this format is a viable alternative to on-campus sessions. Three major components of the course were fifteen weekly television class sessions, five Saturday class sessions, and mastery testing on six unit tests. This article reports on the television course, how it was structured, the reactions of students and professor, and its feasibility for use in the future.

This article focuses on issues related to ethics and training, part of a research project on ethical and deontological thinking in which, during its early stages, thirty six teachers from a variety of teaching levels were interviewed. We have identified some aspects related to the ethical training of teachers which are connected to other dimensions under study, namely the regulation and creation of a deontological code and the ethical, personal and professional conceptions of teachers. In addition to an interpretative analysis of data and a brief review of current legislation and studies, we have reflected on the perspectives and strategies to be considered in the ethical training of teachers. ; info:eu-repo/semantics/publishedVersion

In 2020, the United Nations Convention on the Rights of the Child (UNCRC) was incorporated into Swedishdomestic law. In the proposals for new legislation, it is emphasised that steps be taken to develop knowledge of children's rights among professionals at all levels. This article explores the presence and status of children's rights in Swedish teacher education. A total of 362 teacher-education course plans and syllabi at 12 universities were examined, and a questionnaire was conducted among 156 teacher educators. Although teacher educators judge knowledge around children's rights to be important for pre-service teachers, the syllabi provide little guidance as to what knowledge pre-service teachers need. Using the framework for analysing human rights education designed by educational specialist Felisa Tibbitts, it is concluded that Swedish teacher education fits with a Values and Awareness Model, which is associated with socialisation but not with social change.

Year by year it's more clearly to see the trend of increasing demands for the education and teachers. Skills, competencies of teaching staff are something that can be a guarantee of the level of education in our universities. The appearance of Professional teacher standard facilitated the process of conformity or non–conformity teacher's identification to certain requirements. Now it's seen a clash between criteria to teaching staff and real life in the field of education. The undoubted teacher must comply with the new requirements, standards, be modern, know all new trends, monitor world's changes and change himself, improve his skills both personal and professional. This article provides an overview of the main trends of higher education development which can help with increasing of education level, quality of young specialist's knowledge. And all of this influence on the development of national industry and the whole country. Continuity of education is very important because it helps with using theoretical knowledge in practice and with an accumulation of knowledge skills during world's progress. Besides, it must be said about the humanization of education. Personal qualities are always very important along with the desire of the individual to self–improvement. So the teacher, who is ready for the self–studying, is the integrated personality desiring to reach heights in the profession. The importance of democratization of education as a relationship–building tool between students and teachers is humanity and possibility in student interest to get necessary knowledge. Also, it should be noticed about necessity in education competitiveness. And the way to get is using of integration and intensification of education. Demands on employees are growing from year to year, it's important for employers the young specialists have versatile skills. So integration and intensification of education can contribute the establishment of comprehensive development of graduates.

"Teaching has been described as a hazardous profession and teacher educators are faced with a challenging task in preparing teachers for the future. Human rights are high on the international agenda but also have direct implications for teachers and students in the classroom. Originally published in 1996, this book brings together teacher education and human rights to examine how we might best educate children and young people for citizenship. Drawing on case studies from the UK, Europe and internationally, the authors provide practical suggestions for ways in which teachers can increase young people's awareness of the importance of securing their rights and those of others in the community. Looking particularly at how teachers might challenge injustice, racism and xenophobia, they examine human rights as a basis for educational policies and discuss how international human rights instruments can be incorporated into the teacher education curriculum.The book will benefit teacher trainers, teachers and education policy makers concerned with race, gender and special needs: undergraduate and postgraduate student teachers and educational researchers."--Provided by publisher.

Intro -- Preface -- Overview of the Chapters -- Acknowledgements -- Contents -- About the Editors -- Chapter 1: Ethics in Teacher Training: An Overview -- Introduction -- Our Positionalities: United by Our Commitment to Integrity -- Integrity Values and Expectations as a Foundation of Education -- The Vital Role That Teachers Play as Models of Ethical Behaviour -- A Global Problem, with Local Impact -- European Network for Academic Integrity (ENAI): A Champion of Academic Integrity -- International Center for Academic Integrity: Fundamental Values of Academic Integrity -- UNESCO's Role in Promoting Academic Integrity -- Recommendations and Conclusions -- Recommendation #1: Incorporate Ethics Education into State and National Educational Curricula -- Recommendation #2: Make Ethics and Integrity Education an Explicit Component of Teacher Training That Is Focused on Values and Ethical Decision-Making -- Recommendation #3: Use Existing High Quality and Freely Available Resources for Ethics and Integrity Education -- Recommendation #4: Ensure That Academic Integrity Education at the Primary and Secondary Levels Is Age-Appropriate and Practical -- Recommendation #5: Engage Multiple Stakeholders in a Variety of Ways -- Concluding Remarks -- References -- Chapter 2: Embedding Principles Related to Academic Integrity in Teacher Education in Australia -- Introduction -- The Australian Schooling System and Pre-service Teacher Education -- How Do Students Develop an Understanding of Academic Integrity Prior to University? -- In the Curriculum -- In the Classroom -- At Home -- Issues in Transitioning to Higher Education Learning Contexts -- Summary -- What Does This Mean for HE and More Specifically Teacher Education? -- References -- Chapter 3: Using Codes of Professional Ethics and Conduct in Teacher Education: Pitfalls and Best Practice -- Introduction.