Developing outstanding practice in school-based teacher education (Critical Guides for Teacher Educators) - Softcover

Softcover

ISBN 10: 1909682411 ISBN 13: 9781909682412

Verlag: Routledge, 2014

Inhaltsangabe

A concise and critical text designed to help the growing group of school-based teacher educators and those based in higher education develop excellent professional practice across their institutions.

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Kim Joneshas worked as a Science teacher in Hertfordshire for 35 years and has been on the leadership team of a secondary academy for the last 12 years. She originally became involved in teacher education as the professional mentor at this school, overseeing the training of PGCE students from a number of universities. In 2004 the school joined the Alban Federation and began training teachers via an employment based route. In 2009 she took over as training manager for the Federation, which has since successfully become accredited as a SCITT and has been recognised as OFSTED as an outstanding provider.

Elizabeth Whitehas been working in employment based initial teacher training for five years whilst being employed as a secondary science teacher. In 2009 the provision was graded as outstanding by OFSTED. She was involved in setting up and now leads the School Direct Programme at the University of Hertfordshire. Her research has included a self-study of her experience as a new teacher educator and she is currently researching how to effectively support school-based teacher educators in their professional development.

Ian Menter (AcSS) is Professor of Teacher Education and Director of Professional Programmes in the Department of Education at the University of Oxford. He previously worked at the Universities of Glasgow, the West of Scotland, London Metropolitan, the West of England and Gloucestershire. Before that he was a primary school teacher in Bristol, England. His most recent publications include A Literature Review on Teacher Education for the 21st Century (Scottish Government) and A Guide to Practitioner Research in Education (Sage). His work has also been published in many academic journals.

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Developing Outstanding Practice In School-Based Teacher Education

By Kim Jones, Elizabeth White, Ian Menter

Critical Publishing Ltd

Copyright © 2014 Lynn Chapman, Sue Field, Kim Jones, Amanda Roberts, Anja Swennen, Miranda Timmermans, Corinne van Velzen and Elizabeth White
All rights reserved.

ISBN: 978-1-909682-41-2

Contents

Foreword by Ian Menter, 
About the series editor and book editors, 
About the contributors, 
Acknowledgements, 
Abbreviations, 
Chapter 1 To train or to educate a new generation of teachers? Kim Jones and Liz White, 
Part A Personal challenges, 
Chapter 2 More than just a teacher: the identity of teacher educators Anja Swennen, 
Chapter 3 How can I develop outstanding teachers? Sue Field, 
Chapter 4 Do I need an academic identity? Amanda Roberts, 
Part B Institutional models, 
Chapter 5 What does outstanding school-based teacher education look like? Liz White and Kim Jones, 
Chapter 6 What pedagogical approach is needed in school-led training to develop outstanding teachers? Lynn Chapman, 
Chapter 7 What can we learn from a school-centred model in England? Kim Jones, 
Chapter 8 What can we learn from the shift towards a more school-centred model in the Netherlands? Corinne van Velzen and Miranda Timmermans, 
References, 
Index, 

CHAPTER 1

TO TRAIN OR TO EDUCATE A NEW GENERATION OF TEACHERS?

Kim Jones and Liz White

CRITICAL ISSUES

• Setting the scene: the current context in ITE

• Personal challenges for teacher educators

• Learning from different models

Introduction

Teacher education is in a state of dynamic flux across the United Kingdom and internationally. Many teachers are taking on teacher education roles in schools, colleges and universities for the first time. There is a need to provide high-quality, relevant and rigorous ITE in order to develop committed professionals who are able to offer the best possible learning experiences for all pupils in this and future generations.

Across many Western countries there is a growth of government policies which are designed to promote more school-led models of teacher education. In England, the government-driven changes are probably more radical than those being experienced in other countries. These changes were announced in The Importance of Teaching: Schools White Paper (DfE, 2010). A new emphasis on outstanding schools leading the training and professional development of teachers was heralded, through the designation of 'teaching schools'. The initial plans were developed further (DfE, 2011), building on the premise that teachers in schools are the best people to be leading teacher education. The following statement is included in the vision and background to teaching schools on the NCTL (National College for Teaching and Learning) website.

Teaching schools will play a fundamental role in developing a self-sustaining system

where:

• trainee teachers learn from the best teachers, supported by a culture of coaching and mentoring;

• professional development is school-based and classroom focused – teachers, support staff and leaders improve through exposure to excellent practice within and beyond their immediate school, through observation, mentoring, coaching, practice, reflection and sharing with peers.

(DfE, 2012a)

The first step the government has taken toward achieving this in England has been the introduction of the School Direct programme, which is described as:

part of a wider

Details zur Ausgabe

• Verlag: Routledge
• Erscheinungsdatum: 2014
• Sprache: Englisch
• ISBN 10: 1909682411
• ISBN 13: 9781909682412
• Einband: Taschenbuch
• Auflage: 1
• Anzahl der Seiten: 80
• Herausgeber: White Elizabeth, Jones Kim
• Kontakt zum Hersteller: Nicht verfügbar
• Verantwortliche Person: GPSR Kontakt; gpsr@libri.de; ; Friedensallee 273; Hamburg; 22763; Deutschland