A Review of "Research-Informed Clinical Practice" in Initial Teacher Education

Autor/inn/en	Burn, Katharine; Mutton, Trevor
Titel	A Review of "Research-Informed Clinical Practice" in Initial Teacher Education
Quelle	In: Oxford Review of Education, 41 (2015) 2, S.217-233 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2015.1020104
Schlagwörter	Teacher Education Programs; Preservice Teacher Education; Clinical Supervision (of Teachers); Theory Practice Relationship; Evidence; Literature Reviews; Meta Analysis; Student Teachers; Practicums; Definitions; Program Implementation; Case Studies; Professional Development Schools; Teacher Researchers; Adoption (Ideas); Educational Practices; Training Methods; Foreign Countries; Educational Strategies; Educational Innovation; Australia; Finland; Netherlands; United Kingdom; United States + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Theorie-Praxis-Beziehung; Evidenz; Meta-analysis; Metaanalyse; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Practicum; Praktikum; Praktika; Begriffsbestimmung; Case study; Fallstudie; Case Study; Lehrerforschung; Ideas; Ideenfindung; Bildungspraxis; Didaktik; Trainingsmaßnahme; Ausland; Lehrstrategie; Instructional innovation; Bildungsinnovation; Australien; Finnland; Niederlande; Großbritannien; USA
Abstract	This review examines the kinds of relationship between research and practice that have been envisaged in programmes designed to provide opportunities for beginning teachers to engage in "research-informed clinical practice". Although the terminology varies, scope for inclusion is defined by an intention to facilitate and deepen the interplay between the different kinds of knowledge that are generated and validated within the different contexts of school and university. A variety of approaches have been taken to achieving this kind of integration; not merely extending the time that beginning teachers spend in school, but focusing on the processes by which professional knowledge is created, for example, by equipping beginning teachers to act as researchers, adopting a problem-solving orientation to practice. A range of approaches within and beyond the UK are examined, acknowledging the policy contexts in which they have been developed and comparing the rationales advanced in support of them. Finally the paper examines the claims advanced for the impact of such research-based clinical practice and the quality of the evidence that underpins them, in relation both to beginning teachers' professional learning and to student outcomes. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01