Training education and development in teacher preparation

Abstract

The three terms 'training', 'education', and 'development' have been used in relation to teacher preparation. In this paper, we would like to define these three terms and relate them to the three teacher preparation models: the 'Craft', 'Applied Science' and Reflective' models proposed by Wallace (1991). The 'Craft Model' is skill based. According to this model, the trainee sits with a master, an expert teacher, and learns teaching from him/her, thus, 'teacher training' is associated with this model. 'Education' is associated with the 'Applied Science Model' according to which teacher educators transfer the information they have, research findings. to the trainees. The 'Reflective Model' seeks to entail the previous two models and add the element of reflection. In addition to the skills of teaching and theories of education, it also provides the opportunity to the trainees for reflection and internalization of what they have learned through the theory and practice of teaching and suggests teacher development as an ongoing activity. This model includes the concepts of 'training' and 'education' but also emphasizes continuous teacher 'development'. With the speed of change, technology seems to constitute one of the fundamental challenges for the prospective teaches. The present study sets out to discuss the importance of keeping up with technological innovations for the prospective teachers in order cope with the change taking place in our globe.