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Teacher Preparation in Ireland
Type: Book
ISBN: 978-1-78714-512-2

Book part
Publication date: 25 September 2020

Anna Beck and Paul Adams

At the centre of recent reforms relating to Scottish teacher education is the report of a large-scale review, ‘Teaching Scotland's Future’ (Donaldson, 2011). This chapter provides…

Abstract

At the centre of recent reforms relating to Scottish teacher education is the report of a large-scale review, ‘Teaching Scotland's Future’ (Donaldson, 2011). This chapter provides a critical overview of one aspect of the review, namely partnership. Two key agendas underpinned the 50 recommendations contained in the Donaldson Report: the development and strengthening of partnership between universities, local authorities and schools; and, the modernisation and ‘re-invigoration’ of teacher professionalism. In ‘Teaching Scotland's Future’ it was argued that both of these are required for the development of ‘high quality’ teachers through initial teacher education. The report positioned teaching as an intellectual occupation, highlighting the complexity involved, making clear that teacher preparation should remain within the context of higher education.

Although the key messages from ‘Teaching Scotland's Future’ received support from across the education sector, the extent to which they have been achieved in practice remains unclear. We will explore the extent to which this key text has been translated into current initial teacher education provision through results from the Measuring Quality in Initial Teacher Education (MQuITE) Project and the ways in which partnership was experienced in post-Donaldson working. Through this partnership working will be examined in Scotland. The chapter will conclude by considering where we are now, and some final thoughts will be presented about the role that ‘Teaching Scotland's Future’ can play in a changing partnership policy landscape.

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Teacher Preparation in Scotland
Type: Book
ISBN: 978-1-83909-480-4

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Book part
Publication date: 22 August 2015

Trond Eiliv Hauge

In this chapter, two reforms in initial teacher education at the University of Oslo are contrasted and compared with regard to the use of digital technology and the underlying…

Abstract

In this chapter, two reforms in initial teacher education at the University of Oslo are contrasted and compared with regard to the use of digital technology and the underlying ideas of teaching and learning. Reflecting different time periods of technology development, these reforms initiated in 2000 and 2012, respectively, offer valuable insights into how initial teacher education is influenced by technologies in the society and how conceptions of teacher professional learning are changing over time. This study highlights the constraints and affordances of the technologies for changing and bridging practices in teacher education. For the uptake and use of digital technology, the findings point to the necessity of critically examining the way in which the approaches to teaching and learning in initial teacher education and the constraints of how the technology designs are influencing student teachers’ learning.

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International Teacher Education: Promising Pedagogies (Part B)
Type: Book
ISBN: 978-1-78441-669-0

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Teacher Preparation in Ireland
Type: Book
ISBN: 978-1-78714-512-2

Content available
Book part
Publication date: 10 August 2023

Michelle Attard Tonna

Teachers in the initial stages of their career need support. The quality of their development will depend strongly on the kind of support that is given to them during induction…

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Teachers in the initial stages of their career need support. The quality of their development will depend strongly on the kind of support that is given to them during induction. In this chapter, the author explains how the induction years need to be seen as a distinctive part of the teacher education continuum, building on initial teacher education (ITE) and feeding into continuing professional development (CPD). The University of Malta's Faculty of Education proposed national strategy for induction of newly qualified teachers (NQTs) stresses the need for an effective design of induction programs in terms of the type of activities, the involvement of teacher education institutions and the role of the mentor – all of which can vary, depending on the learning needs of the NQT involved. Such programs will ensure that the support provided creates opportunities to relate back to initial teacher education and to prepare teachers for career-long continuing professional development. The aim of this discussion is to evaluate the current state of professional opportunities available for beginning teachers in Malta, and to discuss an effective approach which facilitates experienced teachers to build their capacities to play a key role, through mentoring, in their new colleagues' professional learning journey.

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Studying Teaching and Teacher Education
Type: Book
ISBN: 978-1-83753-623-8

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Book part
Publication date: 10 August 2023

Äli Leijen, Margus Pedaste and Natalia Edisherashvili

A growing number of countries have developed Teacher Professional Standards that describe how effective teaching is conceptualized and demonstrated. This article describes how…

Abstract

A growing number of countries have developed Teacher Professional Standards that describe how effective teaching is conceptualized and demonstrated. This article describes how initial teacher education and continuous professional development (CPD) is organized in Estonia, and what role professional standards have in the Estonian context. We demonstrate how the Estonian decentralized preservice teacher education and CPD system supports high quality and flexible teacher professional development throughout their careers. We will also pinpoint the biggest challenges that are currently experienced in Estonia regarding teacher education and professional development. Drawing on the international experiences, we will also discuss how Teacher Professional Standards could be further developed in Estonia to better serve as a guide for both initial teacher education and continuous professional development.

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Approaches to Teaching and Teacher Education
Type: Book
ISBN: 978-1-80455-467-8

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Book part
Publication date: 29 November 2019

Nina Helgevold and Chris Wilkins

Recent decades have seen a growing consensus that as the demands on teachers becomes increasingly complex, improving the effectiveness of both initial teacher education (ITE) and…

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Recent decades have seen a growing consensus that as the demands on teachers becomes increasingly complex, improving the effectiveness of both initial teacher education (ITE) and career-long professional development is key to school improvement. ITE in particular has been for too long polarised at policy level, between ‘theory-led’ and ‘practice-led’ approaches. This chapter discusses how this polarisation is simplistic and unhelpful and highlights the benefits of the more constructive orientation towards a synergistic relationship between theory and practice that can occur, particularly when schools and universities collaborate closely in bringing new teachers into the profession. This chapter sets the scene for subsequent chapters in this book by signalling the potential for the collaborative inquiry-based lesson study model into ITE to enhance partnerships between schools and universities and contribute to a smooth transition from ITE into lifelong professional learning.

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Lesson Study in Initial Teacher Education: Principles and Practices
Type: Book
ISBN: 978-1-78756-797-9

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Book part
Publication date: 27 May 2017

d’Reen Struthers

The impact of political change in England between 2010 and 2016, has been particularly evident in the way the neoliberal agenda has shaped legislation for Initial Teacher…

Abstract

The impact of political change in England between 2010 and 2016, has been particularly evident in the way the neoliberal agenda has shaped legislation for Initial Teacher Education (ITE). This chapter will explore the way in which the teaching profession in England has seen tensions mounting between those who see teaching as merely a technical “craft,” something that requires a scant “training” program, and those who frame the education of teachers as a more holistic activity; one that should take account of the pedagogies of adult learning, being a journey of critical reflection and lifelong learning. Drawing on evidence from recently published research studies and a small scale research project with members of Association for Partnership in Teacher Education in England, six dimensions of the current school–university partnership culture are identified. How those involved in ITE are affected by these elements is then critiqued. The findings show how ITE providers now find themselves juggling involvement in a variety of routes into teaching – like the roman rider straddling various horses. Their ability to balance the “disturbances” that arise from the rapidly changing central government policies in England, potentially challenges the integrity of the teaching profession.

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University Partnerships for Pre-Service and Teacher Development
Type: Book
ISBN: 978-1-78714-265-7

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Book part
Publication date: 21 November 2015

Eline Vanassche, Frances Rust, Paul F. Conway, Kari Smith, Hanne Tack and Ruben Vanderlinde

This chapter is contributed by InFo-TED, the International Forum for Teacher Educator Development. This newly established community brings together people from across the world to…

Abstract

This chapter is contributed by InFo-TED, the International Forum for Teacher Educator Development. This newly established community brings together people from across the world to exchange research, policy, and practice related to teacher educators’ professional learning and development. We define teacher educators broadly as those who are professionally involved and engaged in the initial and on-going education of teachers. Our contention is that while there is general agreement about the important role played by teacher educators, their professional education is under-studied and under-supported. Here, we elaborate the rationale for this initiative, delineate our conceptual framework, and provide examples of steps taken in Belgium, Ireland, and Norway to develop the professional identities and knowledge bases of those who educate and support teachers, and conclude with implications for a implications for a scholarly study agenda having to do with research, policy, and practice relating to teacher educators’ professional development.

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Teacher Preparation in Australia: History, Policy and Future Directions
Type: Book
ISBN: 978-1-78743-772-2

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