Beginning Teachers as Enquirers: M-Level Work in Initial Teacher Education

Autor/in	Dickson, Beth
Titel	Beginning Teachers as Enquirers: M-Level Work in Initial Teacher Education
Quelle	In: European Journal of Teacher Education, 34 (2011) 3, S.259-276 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
Schlagwörter	Beginning Teachers; Inquiry; Active Learning; Preservice Teacher Education; Teacher Education Programs; Masters Programs; Education Courses; Educational Change; Student Experience; Student Attitudes; Preservice Teachers; Professional Identity; Foreign Countries; United Kingdom (Glasgow) + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Aktives Lernen; Lehramtsstudiengang; Lehrerausbildung; Magister course; Magisterstudiengang; Fortbildungskurs; Bildungsreform; Studienerfahrung; Schülerverhalten; Ausland
Abstract	In order to deliver life-long learning for teachers, practitioner-based enquiry learning is being promoted by teacher education institutions on the basis that this form of learning gives teachers the ability to understand factors affecting learning within their own classrooms by systematic investigations of issues and the construction of an evidence-base on which decisions which improve learning can be taken. In turn this enhances teacher professionalism. This article presents a study of how practitioner-based enquiry was embedded in an initial teacher education programme; the reasons for this; and the purposes of the strategy, which raised the one-year postgraduate qualification to masters-level. It looks at the reasons for the change; the nature of the change, which included educating teachers intending to teach in primary schools together with those intending to teach in secondary; the introduction of practitioner-based enquiry; some early student reaction; and the structural, cultural and learning issues which have emerged. (Contains 1 note and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10