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Stages & Structures in Teacher Education and Development in High Income Countries (GT)

This page provides a draft overview of the stages and structures inherent in teacher education and development. This draft has been started by the International School Health Network as part of a set of core topics in school health promotion. Visitors to and members of this wiki-based web site are welcome to edit the text using the Easy Edit" tool found at the top of the page or commenting on the collection by using the "thread" tool found at the bottom of the page. (All previous versions of this page are automatically saved by the system, so don't hesitate to edit this page.)

Stages & Structures in Teacher Education and Development The preparation and development of teachers is better understood if we examine the different stages and structures involved and if we use a life-long professional learning approach. Most high income countries will provide pre-service and in-service training in a manner similar to that described below. There are several career paths and teaching assignments for teachers that should be considered when we are promoting health, safety, social and sustainable development through schools because they often appear as teacher specialist or generalist assignments. These include: elementary school teachers (who teach most subjects to their classes of students) middle school or junior high school teachers (who may teach groups of subjects to teams of students) secondary school teachers of health, personal and social development secondary school teachers of physical education (this includes elementary school PE specialists) and whose courses may also be combined with health education secondary school teachers of family studies/home economics secondary school teachers who teach moral, character or religious education courses secondary school career education teachers whose courses may also include health & personal/social development secondary school vocational education teachers who teach programs leading to jobs or training in health related careers secondary school science teachers whose courses or content on environmental sciences may contain linkages to human health elementary and secondary school guidance counselors who may also teach some courses elementary and secondary school principals/headmasters	Recorded Webinar: Teacher Education & Development in Health, Personal and Social Development Education Patricia Mannix McNamara, Faculty of Education and Health Sciences, University of Limerick, Ireland Sharon Moyihan, Graduate Student, University of Limerick, Ireland Fred Renihan, Centre for the Study of Educational Leadership & Policy, SFU Helen Butler, Australian Catholic University in Melbourne, Australia Health Promoting Schools Association This web meeting discussed how teachers can be better prepared to teach health education through their pre-service education in universities as well as in their induction into teaching and in-service training programs. Previous work funded by HC/PHAC in articulating the required competencies of health education teachers as well as this a life-long teacher development model as well as updated work currently underway were be used to develop the web-based summaries. This first session examined the structures and processes by which teachers are trained in developed or high income countries countries.Subsequent webinars will be organized for medium and low income countries, where the resources and needs will differ. Click here to access the digital recording or slides of this web meeting discussion. This recording of our web meeting includes a recorded interview with Dr. Fred Renihan, retired school administrator, education faculty Dean and Assistant Deputy Minister, discussing how teacher education and development works in school systems. Note: Once you are "in" the recorded interview with Dr Renihan, your browser will keep you there until you exit that web page. The two recordings overlap at the beginning and you will hear two sets of voices. Simply stop or start one session or the other using the sliding bar controls at the bottom of the page to eliminate the overlap. (Sorry, we are still learning how to use this technology)

Stages & Structures in Teacher Education and Development

The preparation and development of teachers is better understood if we examine the different stages and structures involved and if we use a life-long professional learning approach. Most high income countries will provide pre-service and in-service training in a manner similar to that described below.

There are several career paths and teaching assignments for teachers that should be considered when we are promoting health, safety, social and sustainable development through schools because they often appear as teacher specialist or generalist assignments. These include:

elementary school teachers (who teach most subjects to their classes of students)
middle school or junior high school teachers (who may teach groups of subjects to teams of students)
secondary school teachers of health, personal and social development
secondary school teachers of physical education (this includes elementary school PE specialists) and whose courses may also be combined with health education
secondary school teachers of family studies/home economics
secondary school teachers who teach moral, character or religious education courses
secondary school career education teachers whose courses may also include health & personal/social development
secondary school vocational education teachers who teach programs leading to jobs or training in health related careers
secondary school science teachers whose courses or content on environmental sciences may contain linkages to human health
elementary and secondary school guidance counselors who may also teach some courses
elementary and secondary school principals/headmasters

Recorded Webinar: Teacher Education & Development in Health, Personal and Social Development Education

Patricia Mannix McNamara, Faculty of Education and Health Sciences, University of Limerick, Ireland
Sharon Moyihan, Graduate Student, University of Limerick, Ireland
Fred Renihan, Centre for the Study of Educational Leadership & Policy, SFU
Helen Butler, Australian Catholic University in Melbourne, Australia Health Promoting Schools Association

This web meeting discussed how teachers can be better prepared to teach health education through their pre-service education in universities as well as in their induction into teaching and in-service training programs. Previous work funded by HC/PHAC in articulating the required competencies of health education teachers as well as this a life-long teacher development model as well as updated work currently underway were be used to develop the web-based summaries. This first session examined the structures and processes by which teachers are trained in developed or high income countries countries.Subsequent webinars will be organized for medium and low income countries, where the resources and needs will differ.

Click here to access the digital recording or slides of this web meeting discussion. This recording of our web meeting includes a recorded interview with Dr. Fred Renihan, retired school administrator, education faculty Dean and Assistant Deputy Minister, discussing how teacher education and development works in school systems.
Note: Once you are "in" the recorded interview with Dr Renihan, your browser will keep you there until you exit that web page. The two recordings overlap at the beginning and you will hear two sets of voices. Simply stop or start one session or the other using the sliding bar controls at the bottom of the page to eliminate the overlap. (Sorry, we are still learning how to use this technology)

Each of these types of teaching assignments and careers involves a particular set of core knowledge, skills and beliefs and some practical knowledge of classroom management practices and teaching methods particular to those teaching assignments. In some cases, a set of competencies about particular health or social issues (eg sexual health or mental health) will need to be inserted into a broader set of skills such as health teaching or guidance counselling.

There are many stages in the development of teachers that are necessary in acquiring these teaching capacities Proponents of various knowledge, attitudes and skills for teachers (such as health) could choose to intervene in any of following stages to influence the professional preparation of teachers.

Pre-service Education and Training provided by Faculties of Education

Requiring or favouring certain types of undergraduate studies in a related discipline(s) as a condition for entry into the faculty of education program
Requiring or favouring certain practical life experiences related to the teaching assignment (eg working with children, sports etc)
Structuring and selecting recruitment strategies used by education faculties to identify good candidates appropriate to teaching about health, social, safety and environmental issues
Entrance requirements to education faculty programs that relate to the issue
Developing a profile and philosophy of the education faculty program that favours health and social concerns.
Defining the program requirements related to major and minor studies, the required and elective courses related to the issue and the content of specific courses to encourage studies related to health, safety, social and sustainable development.
Ensuring that the student teaching practicum includes time in an assignment that allows for practice and experimentation in the health, safety, social or sustainable development.
Supporting new teachers in the teaching profession with induction programs that support for related skills, knowledge, practices.

In-service Training and Development provided by school boards and education ministries

Offering ongoing and regular training, orientation sessions , teacher release time and funds in the issue and teaching methodologies that are relevant to health, safety, social and sustainable development

selected workshops, conferences inside or outside school districts
online webinars, online courses or courses
encouraging or supporting school district programs, policies and staff development related to technology
Identifying and assigning mentors within the school district that can assist the new teacher on the issue
creating working teams within the school or school district to support teachers in selecting, implementing, or adapting instructional programs and teaching/learning materials on the issue

Encouraging teachers to participate in professional associations and communities of practice relevant to the health, safety, social or sustainable development
Encouraging teachers to take specialized certificate programs related to health, safety, social or sustainable development.
Encouraging teachers to take post-graduate studies leading to a Masters or Ph.D. that includes a focus on health, safety, social or sustainable development
Encouraging teacher participation in action research projects on health, safety, social and sustainable development

Ongoing reflection and discussion provided by individual educators and their professional associations

regular reading of professional magazines, blogs, web sites and similar sources
regular attendance at workshops and conferences
maintaining a set of career goals that includes an annual professional development plan
regularly seeking feedback and discussions with colleagues, supervisors, parents and students

dmccall	Latest page update: made by dmccall , Sep 12 2011, 7:39 PM EDT (about this update About This Update Edited by dmccall view changes - complete history)
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