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Flavian Adhiambo Odhiambo

Publishing Date: 2019-09-26 Number of visitors:

       


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From Qualified Teacher to Competent Teacher — On the System of Statutory Induction for Newly Qualified Teachers in England

From Qualified Teacher to Competent Teacher — On the System of Statutory Induction for Newly Qualified Teachers in England

The System of Statutory Induction for Newly Qualified Teachers (England) is an important teacher educational system of England which has dual functions of qualified teacher's teaching ability training and competent teacher selection. Enhancing the teaching ability of newly qualified teachers by training them in real teaching scene is the core function of the system of statutory induction for newly qualified teachers (England) which has the following key advantages: a)laying emphasis on the lengthy time(3semesters) cultivation of teachers' teaching ability;

On the construction of normal education with Chinese characteristics in the view of educational confidence: based upon reflections on 120 years’ development of normal education

On the construction of normal education with Chinese characteristics in the view of educational confidence: based upon reflections on 120 years’ development of normal education

Lack of confidence and self-focus has become an important factor hampering the construction of normal education with Chinese characteristics, which has been considered to be a chronic disease of normal education in China. To construct normal education with Chinese characteristics, we should take such initiatives as follows: comprehending normal education with Chinese characteristics scientifically, grasping the logic of interaction between normal education and basic education systematically, analyzing the history and current situation of normal education of China deeply, and understanding the developing trend of normal education at home and abroad comprehensively. Based on these, to carry out the requirement of educational self-confidence in an all-round way and highlight self-care, measures should be taken from the construction of the development idea system, theory system, practice paradigm, etc.