Developing a Framework for Initial Teacher Education: Route Map or Reflective Tool?

Autor/inn/en	Knight, Rupert; Sullivan, Stefanie
Titel	Developing a Framework for Initial Teacher Education: Route Map or Reflective Tool?
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 48 (2022) 2, S.146-158 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2021.1985938
Schlagwörter	Preservice Teacher Education; Teacher Education Programs; Elementary Secondary Education; Preservice Teachers; Student Experience; Barriers; Guides; College School Cooperation; Articulation (Education); Teacher Role; Reflection; Inquiry; Pedagogical Content Knowledge; Teaching Methods; Progress Monitoring; Data Collection; Curriculum Design; Interpersonal Relationship; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Studienerfahrung; Handbuch; Leitfaden; Articulation; Artikulation (Ling); Artikulation; Aussprache; Lehrerrolle; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Data capture; Datensammlung; Lehrplangestaltung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Großbritannien
Abstract	Initial Teacher Education (ITE) is inherently complex. Challenges include the uncertain nature of teacher knowledge, the need to learn in both practical and theoretical contexts and the developmental journey of the beginning teacher. While one response to this complexity is greater standardisation, another is to foster thinking, autonomous professionals. Attempting to reconcile these tensions and provide a coherent ITE experience, one School of Education introduced an overarching framework of "strands" of content and "phases" of the training year. Beginning teachers, from both Primary and Secondary one-year postgraduate teaching routes, shared their experiences of this framework in a series of focus groups at different points in their training. Responses suggest that the framework does provide a valuable guiding structure and stimulus for reflection, though potential for use in school and in the latter stages of the course is yet to be completely fulfilled. In view of the individual trajectories of the beginning teacher, it is argued that future development might focus more on the framework's value as a reflective tool in both university and school settings, rather than as a formal route map for teacher learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01