Aspirations for a Master's-Level Teaching Profession in England

Autor/in	Thomas, Lorraine
Titel	Aspirations for a Master's-Level Teaching Profession in England
Quelle	In: Professional Development in Education, 42 (2016) 2, S.218-234 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2014.960594
Schlagwörter	Foreign Countries; Occupational Aspiration; Masters Degrees; Faculty Development; Teacher Education; Teacher Qualifications; Teacher Attitudes; Case Studies; Higher Education; Comparative Analysis; Secondary School Teachers; Deans; College Faculty; Schools of Education; Administrator Attitudes; Educational Benefits; Faculty Workload; Teacher Orientation; Mixed Methods Research; Questionnaires; Focus Groups; Finland; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Berufsneigung; Berufsziel; Lehrerausbildung; Lehrerbildung; Lehrqualifikation; Lehrerverhalten; Case study; Fallstudie; Case Study; Hochschulbildung; Hochschulsystem; Hochschulwesen; Dean; Dekan; Fakultät; Erziehungswissenschaftliche Fakultät; Bildungsertrag; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Fragebogen; Finnland
Abstract	This research investigates aspirations for a master's-level teaching profession in England, providing key stakeholder perceptions in one densely populated region within a multiple case study. Although this intended move to a master's-level profession represented a major shift in teachers' professional development in England, only limited consideration has been given to this area and teachers' perceptions in particular are generally overlooked and neglected in the academic literature. This article contributes to addressing this gap in the academic literature by highlighting teachers' perceptions regarding aspirations for a master's-level profession alongside perceptions within higher education and a comparative example with Finland. Located within the secondary school phase and higher education, this article presents findings from newly qualified teachers (NQTs), NQT "associates"/recently qualified teachers and Deans of Education. The findings highlight that key stakeholders were overwhelmingly in favour of a master's-level profession and considered this to have many benefits for children, individual teachers, schools, the profession and for education overall, although all key stakeholders were concerned about NQTs as the main target cohort for the Master's in Teaching and Learning (the vehicle through which a master's-level profession was to be achieved), due to the additional workload alongside statutory induction requirements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01