Source: unmasker4maine.wordpress.com
By Cherilyn Eagar

Below are Charlotte Iserbyt’s transcribed notes (a small part of original document Cherilyn sent through.)

CORE IN THE TRAINING OF VARIOUS CATEGORIES OF EDUCATIONAL PERSONNEL.

NOVEMBER 1984

UNESCO – J.C. Pauwert

COMMON CORE

Page 2. The approach takes precedence over the subject to which it is applied.”…consequently what those responsible for training should learn is not so much to communicate subject matter and fix it in their students’ education as to be able to train their students in the use of the different cognitive processes common to all branches.”

1.4 Comparable considerations have been developed by M.L. Goldschmid (2): the teaching of subject matter, whose purpose is not the overall education of the individual, but the simple transmission of theoretical knowledge, is outdated. Admittedly, knowledge of the subject is an indisputable prerequisite, but it is not sufficient. (?) of subject matter is no longer appropriate.

The pre-eminence of knowledge, considered as ? for a teacher in a particular subject is giving way to pedagogic know-how and situation mastery which must be learned. The training of teachers must help them know themselves better, to realize the conditions of their own teaching behavior and the effects of these behaviors on the activities of their pupils, to situate the needs and interests of those they teach and to practice the profession in the context of institutional and social reality.

To remedy this state of affairs we propose first of all to establish a Taxonomy of Teacher Behavior on the basis of the most essential parameter of the educational process…this taxonomy is composed of basic behavioral patterns independent of any particular subject matter or level of education…it should enable research workers to collaborate in the quest for a Common Core of Training….But this is not the only level at which it is possible to identify behavioral or affective/cognitive approaches common to different processes of teacher educator training.

COORDINATED TRAINING OF PRIMARY AND SECONDARY SCHOOL TEACHERS; CASE STUDIES: Malaysia, Malta, Poland 1978 UNESCO DOC.

“How can the inspector be made an agent of change?

One of the major difficulties which the country encounters in the implementation of t raining process and the reform of educational system is the coordination of all types of training and all available resources: the training of teachers, training in the management of cooperatives trained in the domestic economy, training for agriculture development, training in schools required for industrial development…everything under the sun (C.I. last 4 words).

INSTRUCTIONAL GUIDE FOR TEACHER TRAINING

Read more here