Initial Teacher Education: a consideration of tensions between schools, colleges and government.

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Citation (Scopus)

Abstract

In any rapidly developing society, teacher education increasingly has to become supple and proactive. This chapter addresses the multiple demands currently placed on teacher education programmes in the England. It examines the nature of teaching as a profession, the requirements and performance expectations that are placed upon new entrants as well as the need for experienced teachers to remain up to date in their knowledge and practice. It reflects on the various responses to these pressures and tensions by stakeholders in the UK and considers some of the drivers and change agents that influence the process. Conclusions are drawn concerning the issues of timescale for delivery and effective evaluation of any teacher education programme as differentially expressed by the major stakeholder groups.
Original languageEnglish
Title of host publication Teaching Teachers
EditorsIssa M. Saleh, Myint Swe Khine
Place of PublicationNew York
PublisherNova Science Publishers Inc
Pages265-276
Number of pages11
ISBN (Print)978-1-61668-629-1
Publication statusPublished - 2011

Keywords

  • Key words: change, commerce, community, complexity, development, expectation, government, ownership, training

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