Communication, Pedagogy, and Technology, ed. Volkan Yuzer and Gulsun Kurubacak, , accessed December 16, Abstract The main purpose of this chapter is to give information about the Distance Education System at Anadolu University DESA , which has nearly two million students from diverse backgrounds. By the s, the number of people of postgraduate age employed in Turkey had gradually increased to over 60 percent.
The shortage of funds for educational services such as adequate classroom spaces and well-qualified instructors was already creating difficulties across the country. Higher educational institutions of all types had to decide on the principles, which were to guide them in dealing with this tremendous increase in the population.
In this context, Anadolu University made provocative recommendations in , defended the Distance Education system as the most appropriate milieu for the continuous education of the postgraduate students of Turkey, established the first College of Open Education in Turkey, and became one of the mega universities in the world.
In short, the founding fathers of the Distance Education System of Anadolu University were able to critically analyze new priorities and needs in the area by just thinking big! While primary schools must and do insist on the importance of literacy and numeracy, they should also lay foundations in other areas — in spoken language, science, the arts, the humanities, in physical, emotional and moral development and lived experience. These are in their different ways no less important for children's future learning, choices and lives; they might actually make children more "secondary ready" than the 3Rs alone.
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The CPR argues against the old two-tier curriculum — where the basic subjects are covered in depth while the rest of the curriculum is in some schools treated seriously but in others is left to chance, and where the idea of 'standards' is confined to the 3Rs. This approach undermines the cultural and economic worth of the non-core subjects and flies in the face of research that shows how learning in one area enhances learning in others.
Without deflecting attention from the importance of literacy, CPRT argues for a primary curriculum whose core includes essential knowledge, skills and experience drawn from all subjects, not just three of them. It's only through teaching that the curriculum comes alive for children. And it's only through understanding the art, science and craft of teaching — from research, inspection and shared experience — that teachers can inform and refine their practice. Relying on habit or official pronouncements isn't enough.
- The Sydney Morning Herald.
- The Economy of Prestige: Prizes, Awards, and the Circulation of Cultural Value.
- Eight priorities to improve primary education | Teacher Network | The Guardian.
- Teacher education - Wikipedia.
A greater focus on what evidence tells us about effective teaching and learning will enable teachers to help every child achieve the highest possible standard in all aspects of their education. Where assessment and standards are concerned we need a wider practical repertoire and a more sophisticated vocabulary. We must devise approaches that enhance learning as well as test it, that support the curriculum rather than distort it, and that pursue high standards in all areas of learning, not just the core subjects.
It's no longer acceptable that tests at a moment in time and in a narrow spectrum of learning are treated as measures of a child's entire educational attainment or of everything that schools aim to provide.
Tests have their place, but both assessment and accountability should be about much more than test results. Britain has immense demographic, economic, cultural and linguistic diversity, which creates a vast array of educational circumstances and needs. The best of our schools don't just work closely with their local communities but make the curriculum responsive to local needs and opportunities and live the very idea of community in their everyday work and relationships.
New Priorities and Needs in Distance Education: Think Big!!!: Education Book Chapter | IGI Global
As recent events have shown, policymakers tend to be interested only in evidence that fits their ideology or prejudice, and they may ignore or even abuse those who provide evidence that doesn't fit the political bill. Deep and lasting improvements in our education system will be achieved only when policymakers are even-handed rather than selective in their use of evidence and when they speak about education in a way that exemplifies the educated mind rather than demeans it.
As second-order educators, they require, in addition, specific competences and dispositions, such as modelling and meta-reflection, that enable them to teach about teaching. The acquisition or improvement of teacher competences requires training, through which it will be improved educational planning and assessment. This results in a better learning of students, as evidences show. Reaching this goal supposes to design training programs for teachers of mathematics, starting from identificating their needs, believes, expectations and the use of formative assessment.
Just as teaching is no longer seen as simply transferring factual information, so educating teachers also requires a more sophisticated approach, based upon professional awareness  that comes from reflective practice.
In some parts of the world notably the United States, Flanders and the Netherlands specific standards of professional practice have been developed for, or by, teacher educators. These set out the range of competences that a member of the teacher educator profession is expected to be able to deploy, as well as the attitudes, values and behaviours that are deemed to be acceptable for membership of the profession.
While schools and school teachers are often in the news and in political debate, research shows that the teacher educator profession is largely absent from such public discussions and from policy discourse in Education  which often focuses exclusively on teachers and school leaders. Some research suggests that, while most countries have policies, and legislation, in place concerning the teaching profession, few countries have a clear policy or strategy on the teacher educator profession.
Caena  found that some of the consequences of this situation can include a teacher educator profession that is poorly organised, has low status or low formal recognition, has few regulations, professional standards - or even minimum qualifications, and no coherent approach to the selection, induction, or continuing professional development of Teacher Educators. It calls for preparing a 'humane and reflective practitioner' and for fostering the agency and autonomy of the teacher, who can interpret the curriculum meaningfully to the contextual needs of the learners, than merely focus on 'teaching the text book'.
The teacher educator profession has also been seen as under-researched;  empirical research on professional practice is also scarce. However, the importance of the quality of this profession for the quality of teaching and learning has been underlined by international bodies including the OECD and the European Commission.
In response to this perceived need, more research projects are now focussing on the teacher educator profession. From Wikipedia, the free encyclopedia. Set of policies, procedures, and provision to equip teachers to perform their tasks effectively. This section does not cite any sources. Please help improve this section by adding citations to reliable sources. Unsourced material may be challenged and removed. January Learn how and when to remove this template message. In the UK, however, the term 'teacher training' is still in general use: Archived from the original PDF on Research and the Teaching Profession.
Building the capacity for a self-improving education system. Oxford Review of Education.
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House of Representatives Committee on Education and Labor. Retrieved December 7, Journal of Research in Rural Education. Advanced Education in Rural Alberta: Northern Alberta Development Council. Course design, student support and engagement". Rural Special Education Quarterly. Rural teacher preparation institutions meeting the ideals of a PDS through educational technology". Contemporary Issues in Technology and Teacher Education.
Victoria's new curriculum priorities are almost impossible to assess
The Power of Oneself. Beginner teachers' experiences of initial teacher preparation, induction and early professional development: Journal of Teacher Education. Teaching in Higher Education , 18 3. Teaching in Higher Education. Ingredients for Critical Teacher Reflection". American Education Research Journal. Perspectives on Teacher Educator policies in European countries: Retrieved January at http: Journal of Theories and Research in Education.