Lifelong Education and the Training of Teachers: Developing by A. J. Cropley

By A. J. Cropley

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Extra info for Lifelong Education and the Training of Teachers: Developing a Curriculum for Teacher Education on the Basis of the Principles of Lifelong Education

Sample text

A report by the Swedish Ministry of Education (1972) has stated these implications in terms somewhat more specific and more directly related to classroom practice. Lifelong educa­ tion w i l l involve a shift in emphasis away from transmission of fixed knowledge to the imparting of fundamental s k i l l s , above all learning to learn. This is seen as requiring that there be less emphasis in school curriculum on specialization, and that general and specialist education move closer to each other.

In the German Democratic Republic for instance, teachers may engage in continuing learning in existing institutions such as universi­ t i e s , through private study with the aid of manuals and special­ ly prepared paedagogical literature, and in the schools them­ selves. Bär and Slomma give as an example of this latter kind of in-service training, a situation in which several teachers attend a class taught by a colleague, and then engage in an evaluative discussion in the school staff room. Emphasis in lifelong education on the interpretation and continuity of learning and on its linkage with real l i f e sug­ gests that recurrent patterns of in-service training will be replaced by what may be called "concurrent" in-service training.

This suggests that there w i l l be substantial changes in the teacher's relationship with pupils. For example, i t would be expected to be closer and more personal than is typically the case today. Furthermore, a co-operative relationship would be sought in which pupils and teacher perceived each other as work­ ing together, rather than a coercive relationship based on pow­ er and compulsion. In its most thoroughgoing form, this rela­ tionship might sometimes require that teachers learned from their pupils, some of whom would for example, be expected to be more knowledgable than their teachers about a particular piece of information that they had pursued in detail (even i f with the teacher's advice and guidance).

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