1887
Leraren moderne vreemde talen: opleiding en praktijk
  • ISSN 0169-7420
  • E-ISSN: 2213-4883
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Abstract

Many secondary schools in the Netherlands are in a maelstrom of change. They work on themes like heterogeneous grouping, various forms of differentiation, guidance and counseling, thematic- and project-education. Beside these development in groups of schools organized in projects, or in individual schools, an important renovation of the educational system is in preparation. This socalled "continued primary school" is a comprehensive school for pupils aged 12-15 years. It will be followed by a system of vocational or general streams in the second phase of secondary education.The above mentioned changes in schools make high demands upon the teacher's capabilities. Therefore a broadening of teacher's qualifications will be necessary. At the same time changes in teacher training programs will be required. Since these programs differ rather strongly from the current ones, a systematic innovation in teacher training institutes will be required. In the article it is suggested to start this innovation with school-focussed in-service training in secondary schools involved in innovations. After a period of active participation in innovation activities, the teacher training institute will be in a better position to base the renewal of pre-service training on the complex requirements of teaching practice.The reorganization of the content and training in the programs for teacher training can then be established from the viewpoint of functionality for educational practice.
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/content/journals/10.1075/ttwia.18.09kar
1984-01-01
2019-10-23
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References

http://instance.metastore.ingenta.com/content/journals/10.1075/ttwia.18.09kar
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  • Article Type: Research Article
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