Training Teachers To Work in Schools Considered Difficult. Fundamentals of Educational Planning Series, Number 59.

Autor/in	Auduc, Jean-Louis
Institution	United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning.
Titel	Training Teachers To Work in Schools Considered Difficult. Fundamentals of Educational Planning Series, Number 59.
Quelle	(1998), (132 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	92-803-1169-7
Schlagwörter	Aggression; Attendance; Classroom Techniques; Consciousness Raising; Cultural Awareness; Cultural Differences; Disadvantaged Youth; Discipline; Diversity (Student); Elementary Secondary Education; Equal Education; Higher Education; Immigrants; Minority Groups; Partnerships in Education; Power Structure; Preservice Teacher Education; Student Behavior; Student Teacher Attitudes; Teacher Collaboration; Teamwork; Urban Schools; Violence + Suchen Sie Ihr Suchwort? Anwesenheit; Klassenführung; Bewusstseinsbildung; Cultural identity; Kulturelle Identität; Kultureller Unterschied; Benachteiligter Jugendlicher; Disziplin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Immigrant; Immigrantin; Immigranten; Ethnische Minderheit; Hochschulpartnerschaft; Lehramtsstudiengang; Lehrerausbildung; Student behaviour; Schülerverhalten; Lehrerkooperation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Gewalt
Abstract	This book outlines challenges involved in ensuring that teacher training becomes the gateway to implementation of appropriate strategies for students to achieve and for managing the problems of authority, discipline, and aggressive behavior. The six chapters examine: (1) "Teaching in Schools or Classes Considered Difficult: A Contemporary Challenge" (e.g., changes in school populations, preparing teachers for classroom reality, and developing compensatory education policies); (2) "Making Teachers Aware of the Characteristics of Schools Regarded as Difficult" (e.g., educating immigrants and ethnic minorities and recognizing diversity by integrating it in a shared educational environment); (3) "Preparing Teachers To Adapt Content and Methods to Classroom Diversity" (e.g., ensuring equal opportunities and constructing appropriate realities); (4) "Managing Problems of Authority, Discipline, Absenteeism, and Aggressive Behavior" (e.g., addressing violence at school, relationships with families, and school absenteeism); (5) "Preparing for Teamwork and Internal and External Partnership for Teaching in 'Difficult Urban Areas'" (e.g., teacher cooperation, developing multiple teaching skills and methods, and adapting curricula to school realities); and (6) "Responding to the Challenges: Enabling Teachers To Succeed; Restoring Meaning to School" (e.g., considering the content of training and encouraging staff to teach in urban schools). (Contains 70 bibliographic references.) (SM)
Anmerkungen	United Nations Educational, Scientific and Cultural Organization, 7 Place de Fontenoy, 75700 Paris, France.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01