Teacher Education through Open and Distance Learning

By Bernadette Robinson; Colin Latchem | Go to book overview
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1.1 Variation in initial teacher training programmes in Europe 13
1.2 Induction for beginning teachers in New Zealand 15
1.3 Entitlement to retraining in the Samara region of Russia 16
1.4 Principles for professional development 17
1.5 Preparing teachers for curriculum change in Paraguay 19
2.1 Video-conferencing for teacher education in Egypt 30
2.2 The impetus of ICT in Korea 31
2.3 An alternative to the use of a cascade approach in India 36
2.4 Learning networks for African teachers 43
3.1 Strategic questions for policy-makers and planners 50
3.2 Criteria for selecting target groups of teachers in western China 54
3.3 Introducing an innovative programme in the United Kingdom 58
3.4 Partnerships for professional development in China 62
3.5 Functions and benefits of monitoring an evaluation system 65
3.6 Teachers participate in innovative teaching research in China 68
4.1 Initial teacher training in Nigeria 75
4.2 Outcome-based profiles of teachers' competence: three examples 76
4.3 Teaching practice in Malawi 80
4.4 Quality in initial teacher training in Nigeria 86
4.5 MIITEP in Malawi: a mixed-mode experiment 88
5.1 Channels of professional development in Zhejiang Province, China 93
5.2 Mixing the technologies in India 97
5.3 Motivating teachers and the 'iron rice bowl' in China 109
7.1 The AFIDES distance education training programme in Africa 134

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