Skip to main content
SpringerLink
Log in

Teacher Training Issues

  • Chapter
Paradoxes in Education

  • 462 Accesses

Abstract

Research suggests teachers are trained to implement the National Curriculum rather than understanding how learning occurs and strategies needed to process information for effective responses. Teaching is challenging, now that many students learn in a language different from mother-tongue. The UK Department of Education presently estimates we need 267 new schools to cope with the 20% increased numbers in schools due to immigration.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 37.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Aiken, M. (2016). The cyber effect. London: John Murray.

    Google Scholar 

  • Cantle, T. (2001). Building cohesive communities: A report of the ministerial group on public order & community cohesion. London: Home Office.

    Google Scholar 

  • Casey, L. (2016). A review into opportunity and integration. London: Department for Communities and Local Government.

    Google Scholar 

  • Charter Management Institute (CMI). (2014). The commission on the future of management & leadership. London: CMI Publications.

    Google Scholar 

  • Chesterton, G. K. (n.d.). Quotes. Retrieved August 15, 2016, from www.crosswalk.com

  • Coe, R., Aloisi, C., Higgins, S., & Elliot-Major, L. (2014). What makes great teaching. Durham: University of Durham. (Report for the Sutton Trust.)

    Google Scholar 

  • Deloitte. (2016). Survey on Millenials. Retrieved July 2, 2017, from http://deloitte.com/MillenialsSurvey

  • Digital Learning Research. (2016). The next generation digital learning research symposium. Ireland: Dublin City University. Retrieved November 25, 2016, from http://www.disymposium.dryfla.com/

    Google Scholar 

  • Erikson, E. (1963). Childhood and society. New York, NY: Norton.

    Google Scholar 

  • Frankopan, P. (2015). The silk roads: A new history of the world. London: Bloomsbury.

    Google Scholar 

  • Furedi, F.(2016). What’s happened to the university: A sociological exploration of its infantilisation. London: Taylor Francis.

    Google Scholar 

  • Godley, A. (1982). Herodotus: The histories (Ed. & Trans.) (pp. 174–176). Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Gopnik, A. (2016). The gardener and the carpenter: What the new science of child development tells us about the relationship between parents and children. London: Bodley Head.

    Google Scholar 

  • Heifetz, R., Grashow, A., & Linsky, M. (2009). The practice of adaptive leadership: Tools and tactics for changing your organization and the world. Boston, MA: Harvard Business Review Press.

    Google Scholar 

  • Independent Schools Council (1SC). (2017). An analysis of mental toughness at UK independent schools. Retrieved February 12, 2017, from http://www.isc.co.uk/

  • Intensive Communication Training for Healthcare Professionals. Retrieved September 10, 2016 from http://healthcarecomm.org/training/continuing-education-workshops/intensive-communicationskills-program/

  • Jerrim, J. (2015). Why do East Asian children perform so well in PISA? An investigation of western-born children of East Asian descent. Oxford Review of Education, 41(3), 310–333.

    Article  Google Scholar 

  • Kane, T., McCaffrey, F., Miller, T., & Staiger, D. (2013). Have we identified effective teaching using random assignment? Seattle, WA: Bill & Melinda Gates Foundation.

    Google Scholar 

  • Kotter, J. (2014). Accelerate building strategic agility for a faster-moving world. Harvard Business Review Press.

    Google Scholar 

  • Ladson-Billings, G. (1995). Towards a theory of culturally relevant pedagogy. American Education Research Journal, 35, 465–491.

    Article  Google Scholar 

  • Martin, J., & Nakayama, T. (1999). Thinking dialectically about culture and communication. Communication Theory, 9, 1–25.

    Article  Google Scholar 

  • Mead, M. (1977). Culture and commitment: A study of the generation gap. St. Albans: Panther Books Ltd.

    Google Scholar 

  • Rittel, H. W., & Melvin, M. W. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), 155–169.

    Article  Google Scholar 

  • Rousseau, J-J. (1762). Du contract social ou principes du droit politique. Amsterdam: Marc Michel Rey.

    Google Scholar 

  • Sage, L. (2013). Motivation attention effects. Nuffield Foundation. Retrieved January 12, 2017, from http://www.nuffieldfoundation.org/motivation-effects-attention

    Google Scholar 

  • Sage, R. (1986). A question of language disorder: Studies of assessment, management & parent attitudes (Thesis for M.Phil. The Open University). Sponsored by the Trent Regional Medical Research Council, Sheffield.

    Google Scholar 

  • Sage, R. (2000). Class talk. London: Network Continuum.

    Google Scholar 

  • Sage, R. (2003). Lend us your ears: Learning to listen. London: Network Continuum.

    Google Scholar 

  • Sage, R. (2010/2014). Meeting the needs of students with diverse backgrounds. London: Network Continuum.

    Google Scholar 

  • Sage, R. (Ed.). (2011). A European study of Inter-competency and dialogue through literature (IDIAL) investigating the development of transversal abilities in school children. Life Long Learning Programme: Commenius

    Google Scholar 

  • Sage, R. (Ed.). (2012/2014). Issues regarding adult literacy (spoken & written) & employment (INTERMAR). A text regarding philosophy and practices in the EU. Pub. Life Long Learning Programme: Commenius.

    Google Scholar 

  • Sage, R. (Ed.). (2013). Policy for educators’ e-portfolios to improve professionalism (PEEP). A text regarding philosophies and practices in the EU. Pub. Life Long Learning Programme: Commenius

    Google Scholar 

  • Sage, R., & Cwenar, S. (2005). Base-line assessment of students entering a senior school. Education Action Zone (EAZ) Study with the University of Leicester, Leicester.

    Google Scholar 

  • Sage, R., Rogers, J., & Cwenar, S. (2006). Study 1: Dialogue, Innovation, Achievement & Learning project (DIAL). A UK-Japan initiative to develop the 21st century citizen, Leicester University and The Women’s University of Nara, Japan.

    Google Scholar 

  • Shukla, N. (Ed.). (2016). The good immigrant. London: Unbound Publications.

    Google Scholar 

  • Spiers, H., Lorelei, R., Howard, R., Javadi, A., Yu, Y., Mill, R., Morrison, Knight, R., Loftus, E., &

    Google Scholar 

  • Staskute, L. (2014). The hippocampus and entorhinal cortex encode the path and euclidean distances to goals during navigation. Journal of Current Biology, 24(12), 1334–1340.

    Google Scholar 

  • Sutton Trust, UK. (2017). The state of social mobility in the UK. Retrieved July 16, 2017, from www.suttontrust.com

Download references

Authors
  1. Rosemary Sage
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Sense Publishers

About this chapter

Cite this chapter

Sage, R. (2017). Teacher Training Issues. In: Paradoxes in Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6351-185-8_2

Download citation

  • DOI: https://doi.org/10.1007/978-94-6351-185-8_2

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6351-185-8

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation