000			03195cam a2200445 i 4500
005			20221109201117.0
008			120523s2012 enka b 001 0 eng d
010			_a 2011039873
011			_aBIB MATCHES WORLDCAT
020			_a0415577004
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035			_a(ATU)b12488987
035			_a(OCoLC)756377390
040			_aDLC _beng _erda _cDLC _dYDXCP _dBWK _dYNK _dBWX _dOCLCO _dCDX _dCOO _dOCoLC _dATU
042			_apcc
050	0	0	_aLB1707 _b.D37 2011
082	0	0	_a370.711 _223
100	1		_aDarling-Hammond, Linda, _d1951- _9231018
245	1	0	_aTeacher education around the world : _bchanging policies and practices / _cedited by Linda Darling-Hammond and Ann Lieberman.
264		1	_aLondon ; _aNew York : _bRoutledge, _c2012.
300			_axiv, 200 pages : _billustrations ; _c24 cm.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
490	1		_aTeacher quality and school development series
504			_aIncludes bibliographical references (pages 173-193) and index.
520			_a"Teachers are the most important single element of the education system but what does it take to create high quality teachers in today's world? Around the world, countries are struggling to understand how to change their schools to meet global demands. International comparisons have shown that schools in Finland lead the league tables, but why is this, what new policies and practices in teacher education have they developed and how do they support the changes? A number of European and Asian countries also top the list when it comes to providing high quality teacher education, but there is little information about what and how they are doing the work and how they have made changes. The leading international contributors to this book describe the systemic policies and practices of teacher education in eight high-achieving countries and how they are dealing with teacher quality, equity, and the changing global society. Among the countries that are doing well -- Finland, Singapore, the Netherlands, the UK, Hong Kong, Canada, Australia and the USA -- there is an interesting diversity of policies and practices that support their changes in education, including: emphasis on the preparation, induction, support and assessment of new teachers; focus on teacher retention; teachers' professional knowledge and continuing professional development; curriculum change and critical policies."-- Provided by publisher.
588			_aMachine converted from AACR2 source record.
650		0	_aTeachers _xTraining of _vCross-cultural studies _9625101
650		0	_aEducation and state _vCross-cultural studies _9608409
650		0	_aEducational change _vCross-cultural studies _9692299
700	1		_aLieberman, Ann, _eeditor. _91056212
830		0	_aTeacher quality and school development series. _91094502
907			_a.b12488987 _b03-10-17 _c28-10-15
942			_cB
945			_a370.711 TEA _g1 _iA509748B _j0 _lnmain _o- _p$142.65 _q- _r- _s- _t0 _u3 _v1 _w0 _x1 _y.i13244140 _z29-10-15
998			_a(3)b _a(3)n _b06-04-16 _cm _da _feng _genk _h0
999			_c1236422 _d1236422