Author : Liz England
Publisher : Routledge
Page : 221 pages
File Size : 15,45 MB
Release : 2012
Category : Education
ISBN : 0415894506
Filling a growing need and making an important contribution, this book is a forerunner in addressing issues and problems for online distance learning and instructional delivery in TESOL and applied linguistics departments in universities around the world.
Author : Tony Brown
Publisher : Routledge
Page : 258 pages
File Size : 26,31 MB
Release : 2017-10-30
Category : Education
ISBN : 1351391658
Models of teacher education in England have undergone major upheaval in recent years. Teacher Education in England draws on the experiences of some of the people directly involved in these changes and explores the implications that they have had on their professional lives. The book also explores the challenges faced by universities in responding to the ascendance of school-led teacher training and the ways in which this impacts on conceptions of teacher education more generally, in England and beyond. Drawing on 150 interviews with teacher educators and trainees, this book documents how the systemic changes to teacher education have been implemented and explores the impact of these changes on the people directly affected by them. Presenting insider accounts, the book shows that the structural adjustments have impacted on many dimensions of teacher education that had characterised university input and that they have also unsettled more familiar understandings of professional identity and staffing composition. Demonstrating that the redistribution of teacher education across new apparatuses bolsters market forces, whilst maintaining the option of creating new forms of training that transcend established boundaries, Brown also explores the opportunities that are opened up by the new models. Teacher Education in England is the first substantial study to focus on School Direct since its implementation in 2013. As such, the book should be of great interest to academics, researchers and postgraduate students engaged in the study of teacher education and educational policy. It should also be essential reading for teacher educators, as well as teachers and trainee teachers.
Author : Gary Beauchamp
Publisher : Policy Press
Page : 308 pages
File Size : 40,46 MB
Release : 2015-12-02
Category : Education
ISBN : 1447318544
Teacher education in times of change offers a critical examination of teacher education policy in the UK and Ireland over the past three decades. Written by a research group from five countries, it makes international comparisons, and covers broader developments in professional learning, to place these key issues and lessons in a wider context.
Author : Viv Ellis
Publisher : Policy Press
Page : 194 pages
File Size : 24,38 MB
Release : 2024-01-30
Category : Education
ISBN : 1447359097
Viv Ellis, Lauren Gatti and Warwick Mansell present a unique and international analysis of teacher education policy. Adopting a political economy perspective, this distinctive text provides a comparative analysis of three contrasting welfare state models – the US, England and Norway – following the 2008 Global Financial Crisis (GFC). Arguing that a new political economy of teacher education began to emerge in the decade following the GFC, the authors explore key concepts in education privatisation and examine the increasingly important role of shadow state enterprises in some jurisdictions. This topical text demonstrates the potential of a political economy approach when analysing education policies regarding pre-service teacher education and continuing professional development.
Author : Olwen McNamara
Publisher : Springer Science & Business Media
Page : 320 pages
File Size : 46,53 MB
Release : 2013-11-19
Category : Education
ISBN : 9400778260
This book explores teacher workplace learning from four different perspectives: social policy, international comparators, multi-professional stances/perspectives and socio-cultural theory. First, it considers the policy and practice context of professional learning in teacher education in England, and the rest of the UK, with particular reference to professional masters level provision. The importance of teachers’ and schools’ perceptions of improvement, development and learning, and the inherent tensions between individual, school and government priorities is explored. Second, the book considers models of teacher workplace learning to be found in international research and practice to explore what perspective they can bring to understanding policy and practice relating to workplace learning in the UK. Third, it draws on cross-professional analysis to get an intellectual and theoretical purchase on workplace learning by examining how insights from across the professions can provide us with useful perspectives on policy and practice. The analysis draws particularly on insights from medicine and educational psychology. Fourth, the book cross-fertilises research and practice across the field of education by drawing on insights from perspectives such as socio-cultural and activity theory and situated learning/cognition to discover what they can offer in analysing the theoretical and pedagogic underpinnings of teacher workplace learning. In short, the book offers a number of contexts for exploring how best to conceptualise and theorise learning in the workplace in order to generate evidence to inform policy and practice and facilitates the development of a more theoretically informed and robust model of workplace learning and teaching.
Author : Great Britain: Department for Education
Publisher : The Stationery Office
Page : 98 pages
File Size : 27,95 MB
Release : 2010-11-24
Category : Education
ISBN : 9780101798020
England's school system performs below its potential and can improve significantly. This white paper outlines action designed to: tackle the weaknesses in the system; strengthen the status of teachers and teaching; reinforce the standards set by the curriculum and qualifications; give schools back the freedom to determine their own development; make schools more accountable to parents, and help them to learn more quickly and systematically from good practice elsewhere; narrow the gap in attainment between rich and poor. The quality of teachers and teaching is the most important factor in determining how well children do. The Government will continue to raise the quality of new entrants to the profession, reform initial teacher training, develop a network of "teaching schools" to lead training and development, and reduce the bureaucratic burden on schools. Teachers will be given more powers to control bad behaviour. The National Curriculum will be reviewed, specifying a tighter model of knowledge of core subjects so that the Curriculum becomes a benchmark against which school can be judged. Schools will be given more freedom and autonomy, the Academies programme extended and parents will be able to set up "Free Schools" to meet parent demand. Accountability for pupil performance is critical, and much more information will be available to aid understanding of a school's performance. School improvement will be the responsibility of schools, not central government. Funding of schools needs to be fairer and more transparent, and there will be a Pupil Premium to target resources on the most deprived pupils.
Author : John Furlong
Publisher : Routledge
Page : 182 pages
File Size : 29,77 MB
Release : 2013-09-13
Category : Education
ISBN : 1317990129
During the last 20 years, governments around the world have paid increasing attention to the recruitment, preparation, and retention of teachers. Teacher supply and teacher quality have become significant policy issues, taken up by policy-makers at the highest levels. This is because teachers are now seen by many governments as the ‘lynch-pin’ of educational, economic and social reform. This volume grew out of a recognition by the Editors of the growing significance of teacher education policy and a curiosity about international trends and differences. The book brings together nine papers from leading academics around the world: from the UK (England and Scotland), the USA, Australia, Singapore and Belgium, plus a joint paper comparing Namibia and the USA. Taken together, the papers reveal the complexities and contradictions of international trends. On the one hand, they demonstrate that there is indeed a common direction of travel along the lines encouraged by international bodies such as the OECD. At the same time however, the papers also reveal important differences among countries in terms of how they are addressing common aspirations as well as some apparent contradictions within the policies of individual nations. This book was based on the special issue of Teachers and Teaching.
Author : Deborah P. Britzman
Publisher : SUNY Press
Page : 304 pages
File Size : 48,25 MB
Release : 2012-02-16
Category : Education
ISBN : 0791486222
This revised edition of the classic text explores the complexity of what learning to teach means. While the research on teacher education continues to proliferate, Practice Makes Practice remains the discipline’s indispensable classic text. Drawing upon critical ethnography, this new edition of this best-selling book asks the question, what does learning to teach do and mean to newcomers and to those who surround them? Deborah P. Britzman writes poignantly of the struggle for significance and the contradictory realities of secondary teaching. She offers a theory of difficulty in learning and explores why the blaming of individuals is so prevalent in education. The completely revised introduction presents a refined and further developed theoretical framework and analysis, discussing why we might return to a study of teaching and learning. Also included in this updated edition is an insightful “hidden chapter” that comments on the methodology of the study and some of the dilemmas the author continues to face as her own thinking develops around the issues of representing teaching and learning for those just entering the profession. Deborah P. Britzman is Distinguished Research Professor at York University. She is the author of many books, including The Very Thought of Education: Psychoanalysis and the Impossible Professions; After-Education: Anna Freud, Melanie Klein, and Psychoanalytic Histories of Learning; and Lost Subjects, Contested Objects: Toward a Psychoanalytic Inquiry of Learning, all published by SUNY Press.
Author : Clare Brooks
Publisher : Routledge
Page : 211 pages
File Size : 20,61 MB
Release : 2021-04-06
Category : Education
ISBN : 1000371530
Debates about what constitutes quality in initial teacher education have resulted in a series of quality conundrums that have to be unravelled by teacher educators. Using the lens of scale and adopting a new approach to understanding quality, this book draws upon empirical research into five large-scale, high-quality university-based teacher education providers in Australia, Canada, England, New Zealand and the US. The resulting model of initial teacher education practice shows how ideological concepts and accountability structures around teacher education are in constant tension with operational realities. The book explores how successful large-scale providers have reconciled those tensions and conundrums to ensure their provision is consistently high quality. The accounts also present a robust defence for university-based teacher education. The practice-based accounts of how tensions around quality and scale are being reconciled reveal the competing discourses around teacher professionalism, research and the role of the university in teacher education. The analysis presented promises to change the way we view high-quality teacher education across all providers and international contexts, not just those of large scale. This book will be of great interest to teacher educators, policymakers and educational leaders.
Author : R. W. Rich
Publisher : Cambridge University Press
Page : 297 pages
File Size : 44,39 MB
Release : 2015-12-03
Category : Education
ISBN : 110759426X
Originally published in 1933, this book presents an account regarding the development of teacher training in England and Wales during the nineteenth century. The text discusses both administrative measures and the development of techniques in teacher training in monitorial centres, colleges and universities. A detailed bibliography is included. This book will be of value to anyone with an interest in the history of education and the development of teacher training.
