Lifelong Education and the Training of Teachers. Developing a Curriculum for Teacher Education on the Basis of the Principles of Lifelong Education

253 Pages·1978·11.531 MB·English

by  A. J. Cropley and R. H. Dave (Auth.)

The passage on p. 10 is reproduced with the permission
of the Editor from .4du/< Training, Vol. 2 (1975) p. 7,
and the passages on pp. 11 and 21 are reproduced with
the permission of the Editor from the Journal of
Research and Development in Education, Vol. 7 (1974) p. 35.
LIFELONG EDUCATION
AND THE
TRAINING OF TEACHERS
Developing a Curriculum for Teacher Education
on the Basis of the Principles of
Lifelong Education
by
AJ. CROPLEY
University of Regina and Unesco Institute for Education
and
R.H. DAVE
International Institute for Educational Planning
UNESCO INSTITUTE FOR EDUCATION. HAMBURG
and
PERGAMON PRESS
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First edition 1978
British Library Cataloguing in Publication Data
Cropley, Arthur John
Lifelong education and the training of teachers.
. (Advance studies in lifelong education; vol. 5).
1. Teachers, Training of 2. Continuing education
1. Title 11. Dave, R H 111. Unwo. Institute
for Education IV. Series
370'.71 LB1731 78.40002
ISBN 0-08-022987-5 Hardcover (Pergamon)
ISBN 0.08-023008-3 Flexicover (Pergamon)
ISBN 924320-1015-5 Hardcover (UIE)
ISBN 92-820.1016-3 Flexicover (UIE)
In order to make this volume amilable as economically and as rapidly as possible the
author? typescript has been reproduced in its original form. This method unfortu-
nutely has its typographical limitations but 11 is hoped that they in no way distract
the reader.
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Printed in Great Britain by William Clowes & Sons Limited
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ABOUT THE AUTHORS
CROPLEY, Arthur J. (Australia). Studied at universities of
Adelaide and Alberta, and is now Professor of Psychol­
ogy at the University of Regina, in Canada. During
1977 and 1978 he was on leave and worked at the Unesco
Institute for Education in Hamburg. He has taught in
Australia, England and Canada. Among his publications
are Creativity; Immigrants and Society and Lifelong
Education: A Psychological Analysis.
DAVE, Ravindra H. (India). Studied at universities of
Bombay, Gujerat and Chicago. In 1976 joined the Inter­
national Institute for Educational Planning (Paris),
after completing four years as Technical Director at
the Unesco Institute for Education, Hamburg. His pre­
vious experience included the post of Dean of Educ­
ational Development, National Council of Educational
Research and Training, New Delhi; he directed the first
Asian Curriculum Research Project. His publications
include Lifelong Education and School Curriculum;
Reflections on Lifelong Education, and Foundations of
Lifelong Education.
LIST OF TABLES AND FIGURES
Page
-
Table 1 Organizational Structures of the Various
Col 1e ges 60
-
Table 2 Outline of Procedures at Torrens for
Further Education Students 69
-
Table 3 Outline of Procedures at Torrens for
"Standard" Students 70
Table 4 - Outline of Procedures at Trier 72
-
Table 5 Outline of Procedures at Szeged 76
-
Table 6 Outline of Procedures at Gandhi Shikshan
Bhavan 79
-
Table 7 Outline of Procedures at H.J. College 81
-
Table 8 Outline of Procedures at Singapore 83
-
Table 9 Summary of Change Structures i n the
Various Col 1 eges 86
-
Table 10 Themes i n the Core Course at H.J.
Col 1e ge 94
-
Table 11 Topics Discussed at Szeged i n the
Foundations of Education 99
-
Table 12 Contents of the General Methods
Curriculum at H.J. College 100
-
Table 13 Contents of the Special Methods
Curriculum at H.J. College 102
xvi i
xviii List of Tables and Figures
Table 14 - Goals of Teaching Practice 114
Table 15 - Goals of Practice Teaching 115
Table 16 - Instruments Used at Szeged 157
Table 17 - Instruments Developed at H.J. College 159
Table 18 - Key Aspects of Attitude to Lifelong
Education 162
Table 19 - Questionnaires Developed at Gandhi
Shikshan Bhavan 164
Table 20 - Percentages of Respondents at Szeged
Rating Various Properties as "Essential"
for Future Teachers and for the Rising
Generation 168
Table 21 - Percentages of Respondents at Szeged
Rating Various Properties as "Essential"
for Progressive Education 169
Table 22 - Mean Levels of Correspondence at Szeged
Between Beliefs and the Ideal 171
Table 23 - Percentages of Students Showing Desirable
and Undesirable Attitudes at Gandhi
Shikshan Bhavan 172
Table 24 - Attitudes to Education and Learning
at H.J. College 174
Figure 1 - An example of a student's personal
growth plan 108
Figure 2 - Schematic outline of teaching organization
for further education students at Torrens 137
Figure 3 - Schematic breakdown of a three-hour class
session at Torrens 138
FOREWORD
The constantly recurring demands, whenever educational
change takes place, for reconsideration both of the role of
teachers and of the nature of their training are already com­
monplace in educational literature. They are based on two im­
plicit assumptions which, although critically examined from
time to time and apparently controverted, have never been deci­
sively rejected. The first is that teachers are an important
factor mediating the effects of educational services, institu­
tions and systems. The second is that the influence of teach­
ers on the future personal, social and productive lives of pu­
pils reflects, to a great extent, the professional training
they have received. It seems logical, therefore, that with the
adoption of a comprehensive and global approach to educational
innovation such as that resulting from the principles of life­
long education, the teacher's role and training should be the
objects of reconsideration and analysis.
To a certain extent, statements about teachers' roles and
training which are made in the perspective of lifelong educa­
tion overlap with existing statements repeatedly made in the
past without reference to lifelong education. Among these may
be cited as instances discussion of the participative role of
teachers in the preparation and implementation of educational
reforms, particularly at the instructional level, or of the new
curricular content and methodology resulting from developments
in the various subject areas and from the emergence of new
kinds of educational technology.
Despite this, the principles of lifelong education have
implications of their own for the role assigned to the person­
nel responsible for the various stages and phases of the life­
long education process, and the expectations society has of
these people, as well as for the conception, organization and
implementation of their training. These implications may be
theoretically deduced, but their outcomes, feasibility, pre-
xix
XX Lifelong Education and the Training of Teachers
conditions and spin-off effects can only be assessed through
experimentation and observation.
Within its current research programme, focussed on innova­
tion in the substantive aspects of school level education (cur­
riculum, evaluation, teacher education) as dictated by the prin­
ciples of lifelong education, the Unesco Institute for Education
has entered several avenues of work on teacher training. Fol­
lowing a preliminary theoretical study of the inter-relation­
ship between lifelong education and the role of teachers, a re­
view was made of the international literature on teacher train­
ing and of current trends in the area, developmental work was
carried out, and an analysis of on-going related experiences
was conducted.
The present report represents the outcome of a co-operative
project in which selected teacher training institutions from
different countries experimented with curricular and institu­
tional modifications corresponding with the principles of life­
long education. Although based on the national findings sub­
mitted by the six research teams, this report is neither the
simple juxtaposition of those findings nor their synthesis.
Following a comparative methodology of its own, it identifies
elements of knowledge not apparent when each of the reports is
examined in isolation.
This study would not have been possible without the co­
operation of the six participating institutions, their staff
and students. They have given the benefit of their knowledge
and skills, as well as considerable time and resources to en­
sure the success of this work. Whatever has been achieved is
largely to their credit.
I would like to express my gratitude for the contributions
made by a large number of specialists from all over the world
who, through their experience, knowledge, advice and criticisms
facilitated the progress of this project in the various stages
from its conception to the preparation of the present volume.
Particular appreciation is due to the authors of the re­
port, A.J. Cropley and R.H. Dave, who have not only guided and
directed the project from its first stages, but have also suc­
ceeded in making an original contribution to the area of teach-
er education. M.D. Carel IT.
Director,
Unesco Institute for Education
INTRODUCTION
The Unesco Institute for Education is involved in a long
term study of lifelong education and its implications for school
level education. The programme includes both theoretical and
empirical investigations. In the course of planning the var­
ious projects to be undertaken, it was realized that curriculum
changes in the light of lifelong education could not be achieved
without teachers who accepted their value, and who possessed the
necessary attitudes, motives and skills. Consequently, it was
concluded that appropriate changes in the content and methods of
teacher training were needed. For this reason, it was decided
to undertake a study of teacher training within the context of
lifelong education.
The project was conceptualized as having two basic elements,
the first theoretical, the second empirical. The theoretical
part would specify the implications of lifelong education for
teachers and teacher training. The empirical part would consist
of actual implementation of practices consistent with lifelong
education in teacher training institutions. The present text
addresses itself to both of these tasks. Its first three chap­
ters contain a description of lifelong education as it is under­
stood by the present authors, along with specification of what
this principle, as it has been defined here, implies for teach­
er training. The last six chapters contain a description and
analysis of a project in which changes were introduced in six
teacher training institutions.
The objective of the empirical part of the project was to
design and implement a number of workable changes in the partic­
ipating teacher-training institutions, and to evaluate the re­
sults. In this way it was hoped to show that the principle of
lifelong education could be given concrete forms and put into
practice in teacher training. Changes were to be made in the
content of courses, in teaching and learning methods, in the
institutions' internal organization, and in practice teaching,
xxi
xxii Lifelong Education and the Training of Teachers
although not all of the institutions were expected to be able to
make changes in all areas. Evaluation of the procedures was to
be carried out where possible, although it was recognized from
the start that formal evaluations might not be conducted in all
cases, and that much of the evaluative material would be in the
nature of qualitative judgments, subjective impressions and the
like.
The project was co-ordinated by the Institute. It was in­
ternational in scope, including six teacher-training institu­
tions from five different countries in Asia, Southeast Asia,
Eastern Europe and Western Europe. Thus it permitted applica­
tion of the principles of lifelong education to a wide variety
of social and political settings, and to institutions with dif­
ferent traditions, roles, and responsibilities. In this sense,
the project was comprehensive in scope. It was hoped to demon­
strate that the principles of lifelong education are not con­
fined to a single socio-political setting. However, as a re­
sult of the variety of institutions involved it was not possi­
ble to develop a single experimental design to be followed by
all of them. This meant that there was great variability in
the changes made, the degree to which each institution was af­
fected by the project, the kinds of evaluation carried out, and
so on. Consequently, there was no attempt to determine, for
example, which institution had been most successful in imple­
menting lifelong education, which procedures worked best, or
which setting was most favourable to the adoption of lifelong
education. Nonetheless, as will become apparent later, some
generalizations were possible. They are reported where appro­
priate.
Each institution was asked to make changes in such aspects
as courses, methods, practice teaching and administrative pro­
cedures, according to what was feasible in view of the partic­
ular conditions prevailing within the institution. The ratio­
nale for these changes was to be lifelong education. Subse­
quently, each institution prepared a report on what had been
done and how it had worked out, and transmitted its report to
the Institute. After a final plenary meeting in Hamburg of the
people who had directed the project in each institution, a
cross-national report was prepared. The present book contains
the final version of that report.
The report includes a theoretical introduction to the
ideas encompassed by the term "lifelong education". It also
outlines the changes introduced in the various participating