Becoming a Teacher: Conceptual and Practice Development in the Learning and Skills Sector

Autor/in	Maxwell, Bronwen
Titel	Becoming a Teacher: Conceptual and Practice Development in the Learning and Skills Sector
Quelle	In: Research in Post-Compulsory Education, 14 (2009) 4, S.459-478 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-6748
Schlagwörter	Trainees; Teaching Methods; Adult Education; Inservice Teacher Education; Professional Development; Teacher Expectations of Students; Teacher Attitudes; Case Studies; Portfolio Assessment; Theory Practice Relationship; Educational Practices; Pretests Posttests; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Auszubildender; Weibliche Auszubildende; Teaching method; Lehrmethode; Unterrichtsmethode; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Lehrerfortbildung; Lehrerverhalten; Case study; Fallstudie; Case Study; Portfoliobeurteilung; Theorie-Praxis-Beziehung; Bildungspraxis; Ausland; Großbritannien
Abstract	Drawing on a mixed-methods study of in-service learning and skills sector (LSS) trainees, comprising beginning- and end-of-year surveys and six longitudinal case studies together with literature on trainees' development in the LSS, schools and higher education sectors, conceptual and practice development continua are proposed. Conceptions become more multi-dimensional and increasingly link teaching and learning whilst initial concern with the practicalities of teaching is followed by recognition of learners' needs. Next, greater emphasis is placed on learner autonomy and catering for individuals' needs and finally assessment and evaluation is used systematically to shape practice. The continua offer an understanding of the subtleties and complexities of trainee development allowing for different starting and end points and accommodating varied work contexts. I argue that this provides a more adequate basis for the development of initial teacher education (ITE) than the prescriptive approach embedded within recent LSS ITE policy reforms. (Contains 1 table, 5 figures, and 2 notes.) (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	2017/4/10