Changing Perspectives in Teacher Education [antikvár]

Introduction Angi JVlalderez and Péter JVledgyes About this book What this book is Thiis is die story of the Centre for Enghsh Teacher Training, Eötvös Loránd University, Budapest. The staff of the Centre recount the experience of being part ofthe setting up and development of a foreign-language teacher-preparation programme. This bool< addresses issues in teacher education from one particular Central European context, yet we beheve the same issues are relevant to a wider international readership. Why we are writing it There is a lively professional debate on the content, process and nature of effective teacher-preparation programmes. It is one which brings together academic and pedagogical perspectives and is not bound by national barriers. We have taken from that debate, through pubhcations, conferences and consultancies. We would now like to give, and these accounts of our experience are one way of doing that. The process of writing the book has also contributed to our institutional objectives concerning accountability, vaUdation, sense of community, group cohesion, sustainability, public relations and fast-track teacher education - as well as our own learning. In short, the process has been valuable for us. We hope the reader will find the result stimulating. Who it is for If you are involved with teacher education in any way - as a teacher educator, student-teacher, school-based mentor, curriculum designer, tester, educational researcher, applied linguist, personnel manager, or even as a ministry official, funding-agency project designer or university rector - you may find something in this book for you. However, we see our main readership as those directly involved with, or intending to be directiy involved with, the setting up and managing of teacher-education programmes. These programmes will endeavour to equip student-teachers not only with knowledge, but also with the awareness, attitudes, skills and behaviours which will enable them to prepare our young people better for life in the 21 st century. Why the perspective is changing We are not alone in our desire to provide more effective education - similar efforts are being made in many parts ofthe world. It seems almost infinitely complex, however, to achieve this goal. Top-down mandated, that is government-initiated, curriculum reforms are meeting with considerable