Valuing Initial Teacher Education at Master's Level

Autor/inn/en	Brooks, Clare; Brant, Jacek; Abrahams, Ian; Yandell, John
Titel	Valuing Initial Teacher Education at Master's Level
Quelle	In: Teacher Development, 16 (2012) 3, S.285-302 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2012.688674
Schlagwörter	Credits; Teacher Education; Foreign Countries; Faculty Development; Student Teachers; Teaching Skills; Student Teacher Attitudes; Attitude Change; Masters Degrees; Graduate Study; Interviews; Questionnaires; Teacher Certification; Student Surveys; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Attitudinal change; Einstellungsänderung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Interviewing; Interviewtechnik; Fragebogen; Schülerbefragung
Abstract	The future of Master's-level work in initial teacher education (ITE) in England seems uncertain. Whilst the coalition government has expressed support for Master's-level work, its recent White Paper focuses on teaching skills as the dominant form of professional development. This training discourse is in tension with the view of professional learning advocated by ITE courses that offer Master's credits. Following a survey of the changing perceptions of Master's-level study during a Post Graduate Certificate in Education course by student teachers in four subject groups, this paper highlights how the process of professional learning can have the most impact on how they value studying at a higher level during their early professional development. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10