1,721,049 research outputs found
Analogue Clock/Digital Display:Continuity and Change in Debates about Literacy, Technology and English
No full textStudying the Process of Change:The Double Stimulation Strategy in Research on Teacher Learning
No full textMore than 'soldiering on':Realising the potential of teacher education to rethink English in school
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Professional values and the teacher
No full textThis chapter is based on an introductory lecture entitled “Why teaching?” given by the author in recent years to new students on the Secondary PGCE course at the University of Southampton
Equality and Inclusion
No full textThe priniciples of inclusion are at the heart of the national curriculum and other legislation that applies to schools and to teachers. This chapter discusses the broader 'inclusive' issues of gender, 'race' and sociall class and how these impact on the work of teachers. I asserts the view that inclusion is a core professional value for teachers
The National Institute of Teaching and the Claim for Programme Legitimacy
Full text linkMany questions about how teacher education is conceptualized and enacted as a ‘policy problem’ (Cochran-Smith, 2005) are raised by the establishment in England in 2022 of the government-funded, non-university National Institute of Teaching (NIoT). The questions arise from the ways in which policy discourse positions the role of the university in teacher education as problematic, to be addressed by the reallocation of legitimacy, resource and influence towards non-university providers. Questions provoked by such a policy initiative (Cochran-Smith et al., 2020) require examination of: regulation, that is related to conferring legitimacy on the professional knowledge base for teacher education; accountability, and the positioning of universities as deficit contributors to teacher preparation, posing a problem to be solved by independent non-university bodies; and contested ideas about the integration of theory and practice in teacher preparation and how the crucial role of practice in schools is defined by those who make and enact policy in teacher education. These questions help to explore the expansion of non-university teacher education in England via the NIoT; how it is justified by policy and the lack of evidence that such 150a transformation is equated with increased quality of provision. Referring to comparable shifts in the United States, Zeichner has warned about the risks and consequences of significant growth in non-university providers ‘unless and until substantive credible evidence accrues to support them’ (2016, p. 4)
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