Re-Conceptualizing Partnerships across the Teacher Education Continuum

Autor/inn/en	Moran, Anne; Abbott, Lesley; Clarke, Linda
Titel	Re-Conceptualizing Partnerships across the Teacher Education Continuum
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 25 (2009) 7, S.951-958 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2009.03.018
Schlagwörter	Partnerships in Education; Collegiality; Foreign Countries; Teaching Experience; Educational Policy; Program Improvement; Program Effectiveness; Beginning Teachers; Preservice Teachers; Beginning Teacher Induction; Teacher Education Programs; Preservice Teacher Education; Teacher Supply and Demand; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Kollegialität; Ausland; Politics of education; Bildungspolitik; Junior teacher; Junglehrer; Lehramtsstudiengang; Lehrerausbildung; Lehrerbedarf
Abstract	This research, funded by the Economic and Social Research Council-Teaching and Learning Research Programme (ESRC-TLRP), explored student and beginning teachers' experiences of teacher education in Northern Ireland. Within a situation of teacher over-supply, many newly qualified teachers have little or no induction. This paper focuses on the views of key induction providers on the effectiveness of partnership arrangements. These stakeholders believed that an improved model of partnership was needed, particularly for induction, and a more collegial model could offer a positive reconceptualisation of early teaching experience enabling reciprocal professional learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10