A Companion to Research in Teacher Education
Chapter 6 The Development of Accomplished Teaching Margery A. McMahon, Christine Forde and Rosa Murray 6.1 Introduction In effor ...
The concepts of‘career long teacher education’and‘accomplished teaching’are central to a national review of teacher education in ...
was set up to review the teaching profession that sought to reaffirm the status of the teaching profession. In this process of‘r ...
This raises questions about the purposes of professional learning, particularly for serving experienced teachers. 6.3 Purposes o ...
Accordingly, we need to move from seeing such programmes as updating to a much richer notion of professional learning as being a ...
56,000 by session 2010–11 there were only 1107 chartered teachers in Scotland with approximately a further 2000 pursuing the Cha ...
development of experienced teachers and a different approach to the development of these teachers is needed. The purpose of the ...
project had as its focus an exploration of teaching expertise: what high level practice is and more importantly how might this b ...
is to resolve an engineering problem, make a medical diagnosis or teach a group of learners. Schon’s work begins to open up the ...
expertise illustrate the critical relationship between professional learning and practice. However, these constructions still fo ...
and generative thinking. However, in education we have broken that relationship which fosters and refines expertise. Instead exp ...
Thirdly, we need to explore the scope of accomplished teaching. Motivated and engaged teachers are essential for the generation ...
Collins and Evans ( 2007 ) are adopted: the gathering and analysing of evidence especially of the impact of teaching on pupil le ...
Christine Fordeis Emeritus Professor at Glasgow University where she held a personal chair in Leadership and Professional Learni ...
Part II Initial Teacher Education Introduction Waterman (2015) reports on a conference lecture with Geoff Whitty, the former Dir ...
teaching and learning that could potentially take over leadership of teacher training from the universities. He leaves us in no ...
dialogue between beginning and experienced teachers, as well as input from edu- cational researchers and theorists (Burn and Mut ...
Chapter 7 Towards a Principled Approach for School-Based Teacher Educators: Lessons from Research Katharine Burn, Trevor Mutton ...
the nature of beginning teachers’learning accessible to teachers in school who are taking on new, or more extensive, mentoring r ...
Knowledge of how young people learn within the social context of the class- room requires an understanding both of general devel ...
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