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This paper describes the approach applied to the introduction of self-reliant internship into the in-service TVET (Technical Vocational Education and Training) teacher training at the Technical Teacher Training Institute (TTTI) in Afghanistan. As data show in 2014, Afghan TVET teachers neither meet the legal requirements set by the government (Bachelor degree) nor have contacts to or work experiences in private or public sector companies. They have no knowledge of the working requirements they are preparing their students for. Consequently, in-service teacher training at the TTTI has to provide it's learners with knowledge and skills in accordance with the market requirements. Thus, at the TTTI Capacity Building is focusing among others on the multifaceted interdependent relationship between teacher-student-company in order to empower teachers to be able to contribute to the employability of their students. In this respect TTTI's in-service teacher training foresees the teacher's participation in a private or public sector self-reliant internship to benefit from the expertise of companies' work force and employers and actualize their understanding for the world of work. Afghan TVET teachers completing successful the TTTI in-service training are able to train many cohorts of students for the labor market or self-employment with the gained competences. Two subsequent cohorts of TTTI trainees - government employed TVET teachers undergoing in-service teacher training - have been participating for their first time in self-reliant internship in 2013 and 2014. According to the findings, recommendations are given for using the approach of introducing internship in in-service training for TVET teacher capacity building.

This open access book illustrates a new type of formative intervention for in-service teacher training in entrepreneurship education. The book describes a Change Laboratory and shows how teachers and workshop assistants develop the idea of a multidisciplinary project entailing the design of a self-service and parking lot in a dismissed area close to the city centre. The multidisciplinary project is taken as example of how an idea is debated and turned into collective action and change, the very essence of initiative and entrepreneurship. The Change Laboratory thus increases the participation of students, teachers and stakeholders in the school towards a new curriculum through the implementation of a multidisciplinary project connecting school with the world outside and working life. The book features a foreword by Luke Pittaway, USASBE Entrepreneurship Educator of 2018. The manuscript discusses key concepts of Cultural Historical Activity Theory's Change Laboratory as a formative intervention in a coherent and accessible manner. Beyond that it carefully illustrates how the Change Laboratory and its principles of double stimulation and ascending from the abstract to the concrete can be used as a theory of change to address one of the difficult and new demands of the European Union's New Skills Agenda. The author takes the reader through the expansive learning journey and uses strong evidence to show how a new object can be developed, and how associated tensions and contradictions can be surfaced and tackled by actors with a partially shared object, and how a new concept can be formed and enriched through implementation and reflection in a manner that generates collective transformative agency. (Reviewer) This project has received funding from the European Union's Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie Grant Agreement No. 654101.

One of the demands of our educational system is the orientantion towards sustenability. To prepare people for future we need teachers who are able to develop the 21stcentury competences – the six macro-level competences are considered universally relevant: life-long learning, multi-literatenes, trans-disciplinarity, self-agency, interacting with others and interacting in and with the world. (Marope, 2018). This article focuses on researching the way in which pedagogical practices are changed and on studying the factors which are involved in educational changes. A longitudinaly study on ten years (2008-2018) was set up. Our purpose was to look for and describe how the educational practice has changed. The changes in educational practices are produced when they are sustained by educational politics and environmental factors as well as the teacher`s abilities and traits: reflections, novelty, openness, learning, critical thinking. The gap between present educational practice and future demands can be reduced if system teacher training is rethought according to 21stcentury competences. Transformative learning in teacher training is an adequate way of developing teacher`s competences.

3rd World Conference on Educational Sciences (WCES) -- FEB 03-07, 2011 -- Bahcesehir Univ, Istanbul, TURKEY ; WOS: 000466750603111 ; Providing well-qualified educational environments to children in early years of their lives is effective on development levels of countries. In this context, processes followed during preschool teacher training play distinctive role. In this study, it is aimed to examine the preschool teacher training systems in Turkey and European Union countries. To this purpose, currently being implemented in Turkey, preschool teacher training model, educational institutions, training period, programs and entry requirements were evaluated with applications in several EU countries. Although there are some differences in some scopes, as a result of this study there is not a wide inconsistency between preschool teacher training systems of EU countries and Turkey. (C) 2011 Published by Elsevier Ltd. Open access under CC BY-NC-ND license. ; Ankara Univ, Near E Univ

Quality Teacher education is crucial for the development of society and the achievement of the Millennium Development Goals, particularly to achieve universal primary education. IGNOU offers a Bachelors Degree in Education through Open and Distance Learning mode. This B.Ed degree is recognized by the National Council for Teacher Education and is much valued and sought after. From a single study centre in Nagpur for the whole of Maharashtra, there are now eleven study centers, out of which six are in Pune region. 100 learners are allotted to each study centre. The total number of applicants for the entrance test each year runs into more than 12 thousand in Maharashtra. The demand for quality teacher education through ODL mode is increasing. The B.Ed programme of IGNOU has provided access to several government primary school teachers who aspire to upgrade their skills and move upward in their career paths. Not only has IGNOU provided the access to in-service graduate teachers to upgrade their qualifications, but it has also been successful in transforming the quality of teaching in the rural areas of the State of Maharashtra where these student teachers are employed. Most of the applicants and the admitted B.Ed learners in Maharashtra are primary school teachers teaching in the government district schools. IGNOU's B.Ed degree is recognized by the National Council for Teacher Education. IGNOU is the apex body of Distance Education in India and the degrees, diplomas, certificates awarded are of an exceptionally good quality. Some objectives of IGNOU are democratizing higher education by taking it to the doorsteps of the learners; providing access to high quality education to all those who seek it irrespective of age, offering need based academic programmes by giving professional and vocational orientation to the courses. // This paper attempts to examine the perceptions of successful B.Ed learners of IGNOU and find out whether they have succeeded in achieving their objectives and to know the challenges that they faced and how they overcame any difficulties. An attempt is made to find out how they have benefited from this programme.

Evaluation is intrinsic to the pedagogical process and it is related to the use of particular instruments, models and interpretations of the political and social impacts of Education in the Brazilian context. Teacher training is presented here as a focal point in achieving better learning outcomes among pupils. Understanding the importance of these themes in current discussions and based on related legal documents and studies, the article aims to discuss the demands, gaps and contributions of evaluation and assessment in the initial and continuing education of teachers in the context of Brazilian education. In order to accomplish this objective, a documental research of national and international legal frameworks was conducted . We identified the demands, disparities and lacunae in the educational assessment, first in the initial and then in the continuing education of teachers, as well as considering that the assessment can contribute to Education in several facets of the Brazilian reality.

Contribution to the Forum Teaching Anthropology in the Secondary School, Anuac, vol. 5, n° 2.