Teacher Educational Reform
Current Research
1st Edition
Published on 28. September 1994
Book
Paperback/Softback
256 pages
978-1-85396-268-4 (ISBN)
Description
'This is a much needed book' - Assessment and Evaluation in Higher Education
'This book is essential reading for all those working together to improve teacher education' - Curriculum
This book brings together current research on teacher education reform in the United Kingdom. Beginning with an outline of the principles and directives involved in the reform and a review of their implementation to date, the book considers the lack of a research base to the reforms, their ideologically-driven base, and the need for evaluative and informative research.
'This book is essential reading for all those working together to improve teacher education' - Curriculum
This book brings together current research on teacher education reform in the United Kingdom. Beginning with an outline of the principles and directives involved in the reform and a review of their implementation to date, the book considers the lack of a research base to the reforms, their ideologically-driven base, and the need for evaluative and informative research.
Reviews / Votes
'This is a much needed book' - Assessment and Evaluation in Higher Education'This book is essential reading for all those working together to improve teacher education' - Curriculum
More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Sage Publications Ltd
Target group
College/higher education
Weight
390 gr
ISBN-13
978-1-85396-268-4 (9781853962684)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Content
PART ONE: INTRODUCTION
The Reform - Ivan Reid
Change or Transformation of Initial Teacher Training?
Issues and Themes Raised by the Evidence - Roy Griffiths
PART TWO: TOWARDS EFFECTIVE PARTNERSHIP PRACTICE
The Perceived Values of the Role Activities of Mentors and Curricular, Professional and General Tutors - S Rothwell, E Nardi and D McIntyre
Communication and Innovation - Nicholas Foskett, Mary Ratcliffe and David Brunner
Managing Further Professional Studies - Hugh Busher and Peter King
Students' Perceptions of Consistency and Coherence - Nigel Wright and Jeff Moore
Lessons Unlearnt? Aspects of Training Licensed Teachers - Conor Galvin
The Extra Pair of Hands Comes with a Free Brain - Derek Haylock
I'm Sorry, but There's Not Enough Money for a Third Teaching Practice Visit - Dylan Wiliam
PART THREE: MENTORING AND SUPPORTING STUDENT-TEACHERS
Mentoring Articled Science Teachers - Bob Campbell and Alastair Horbury
'In at the Beginning' - Kath Aspinwall, Viv Garrett and Gwyneth Owen-Jackson
A Pilot Partnership
Mentors in English and Mathematics - Pat Drake and Lisa Dart
Positive Mentoring and the Novice-Expert - Val Brooks, Terence Fitch and Martin Robinson
Student-Teachers and Their Professional Encounters - Hilary Constable and Jerry Norton
How Teachers Support Student Learning - Jill Collison and Anne Edwards
Peer Support - Kate Hawkey
PART FOUR: STUDENTS LEARNING TO TEACH
The Importance of 'Bad' Lessons - Rod Bramald et al
Student Learning Experiences in Pre- and Post-Reform Courses - Alma Harris;
Student-Teachers' Thinking - Chris Kyriacou and Mei Lin
Withdrawals from PCGE Courses - Margaret Sands and Pam Bishop
Agendas in Conflict? - Linda Fursland
New Teachers Reflecting on Their Training - Lynn D Newton
PART FIVE: HEAD TEACHERS' AND OTHERS' VIEWS OF THE CHANGES
Headteachers', Parents', Students' and Tutors' Responses to the Reform of Primary ITE - Andrew Hannan
Headteachers' Perspectives on Primary Education Policy - Bruce Carrington and Peter Tymms
Off Site, In Tune, On Target - Margaret Alfrey and Carl Parsons
PART SIX: CONCLUSION
Implementing Change in Teacher Education - Hilary Constable
The Reform - Ivan Reid
Change or Transformation of Initial Teacher Training?
Issues and Themes Raised by the Evidence - Roy Griffiths
PART TWO: TOWARDS EFFECTIVE PARTNERSHIP PRACTICE
The Perceived Values of the Role Activities of Mentors and Curricular, Professional and General Tutors - S Rothwell, E Nardi and D McIntyre
Communication and Innovation - Nicholas Foskett, Mary Ratcliffe and David Brunner
Managing Further Professional Studies - Hugh Busher and Peter King
Students' Perceptions of Consistency and Coherence - Nigel Wright and Jeff Moore
Lessons Unlearnt? Aspects of Training Licensed Teachers - Conor Galvin
The Extra Pair of Hands Comes with a Free Brain - Derek Haylock
I'm Sorry, but There's Not Enough Money for a Third Teaching Practice Visit - Dylan Wiliam
PART THREE: MENTORING AND SUPPORTING STUDENT-TEACHERS
Mentoring Articled Science Teachers - Bob Campbell and Alastair Horbury
'In at the Beginning' - Kath Aspinwall, Viv Garrett and Gwyneth Owen-Jackson
A Pilot Partnership
Mentors in English and Mathematics - Pat Drake and Lisa Dart
Positive Mentoring and the Novice-Expert - Val Brooks, Terence Fitch and Martin Robinson
Student-Teachers and Their Professional Encounters - Hilary Constable and Jerry Norton
How Teachers Support Student Learning - Jill Collison and Anne Edwards
Peer Support - Kate Hawkey
PART FOUR: STUDENTS LEARNING TO TEACH
The Importance of 'Bad' Lessons - Rod Bramald et al
Student Learning Experiences in Pre- and Post-Reform Courses - Alma Harris;
Student-Teachers' Thinking - Chris Kyriacou and Mei Lin
Withdrawals from PCGE Courses - Margaret Sands and Pam Bishop
Agendas in Conflict? - Linda Fursland
New Teachers Reflecting on Their Training - Lynn D Newton
PART FIVE: HEAD TEACHERS' AND OTHERS' VIEWS OF THE CHANGES
Headteachers', Parents', Students' and Tutors' Responses to the Reform of Primary ITE - Andrew Hannan
Headteachers' Perspectives on Primary Education Policy - Bruce Carrington and Peter Tymms
Off Site, In Tune, On Target - Margaret Alfrey and Carl Parsons
PART SIX: CONCLUSION
Implementing Change in Teacher Education - Hilary Constable