Teacher education is affected by changes in priorities regarding the requirements and expectations associated with education and upbringing. Such changes have as much to do with teacher professional efficiency and government policies for teacher preparation as with the historical, socio-economical and political climate. Drawing from a rich resource of primary and secondary literature, the Ugandan, English and German teacher education models are compared in light of these contexts.
From: SARE, Vol. 14 no. 1/2 (2008)
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