A Comparative Study of the Significance of Socio-Cultural Influences on Teacher Education Programs in Australia and Japan
Abstract:This article reports the results of two research projects focused on the significance of socio-cultural influences on teacher education programs in Australia and Japan. An Australian survey involved 88 teacher educators from universities in New South Wales and 150 teachers who were supervising teacher trainees at schools in NSW, with 53% participants responding. The Japanese survey involved teachers responsible for teaching-practice in 129 schools in Shizuoka Prefecture with 70% responding to the survey. The findings indicate interesting differences and similarities.
Document Type: Research Article
Publication date: January 1, 2006
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- World Studies in Education is a bi-annual, refereed, international journal offering a global overview of significant international and comparative education research. Its focus is on educational reforms and policy affecting institutions in the global economy.