The need for a science of teaching
Article Abstract:
British based research on the science of teaching is vital to improve the quality of teachers in UK schools. A study into the effectiveness of teachers found all teachers in Taiwan scored above 85% time on task whereas some UK teachers scored only 30% time on task. Teachers would be able to improve the quality of their work by being taught how to teach. It has been suggested people in the UK do not want to acknowledge the wide variation in the quality of teachers. Class based research is limited and the idea of teachers knowing instinctively how to teach persists in the UK.
Publication Name: Times Higher Education Supplement
Subject: Education
ISSN: 0049-3929
Year: 1998
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The right recipe for a melting pot
Article Abstract:
Education within the United Kingdom is often blamed for the country's problems associated to indiscipline, economic and social difficulties. Many criticisms are directly aimed at teacher trainers, although the education policy has many areas of deficiency of its own. Theoretical studies such as history, sociology and psychology now have less time allocated to them in comparison to the 1960's and 1970's, with more emphasis being placed on technical competence. Ethnic and class education is not so apparent as a result of this balance adjustment.
Publication Name: Times Higher Education Supplement
Subject: Education
ISSN: 0049-3929
Year: 1996
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Limit your overheads
Article Abstract:
Some United Kingdom universities have started to focus on training their staff in teaching skills, and Ulster University has made its course compulsory for staff with no teaching experience. Ulster has set up its own training certificate and the training includes video-conferencing skills. Bradford University also trains staff though teacher training is not compulsory for new staff. Sheffield University has a teacher training course for graduate students which has high demand though it is voluntary.
Publication Name: Times Higher Education Supplement
Subject: Education
ISSN: 0049-3929
Year: 1997
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