Teacher Education Partnerships: Policy and Practice.:
A critical review of initial teacher education partnerships, putting forward a set of principles necessary for the development of effective ITE partnership working.
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Weitere Verfasser: | , , |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
[Place of publication not identified] :
National Book Network International (NBNi) : Critical Publishing,
2018.
|
| Schriftenreihe: | Critical guides for teacher educators
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | A critical review of initial teacher education partnerships, putting forward a set of principles necessary for the development of effective ITE partnership working. |
| Beschreibung: | 1 online resource |
| ISBN: | 9781912096558 1912096552 9781912096565 1912096560 9781912096541 1912096544 |
Internformat
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| 245 | 1 | 0 | |a Teacher Education Partnerships: Policy and Practice. |
| 264 | 1 | |a [Place of publication not identified] : |b National Book Network International (NBNi) : |b Critical Publishing, |c 2018. | |
| 300 | |a 1 online resource | ||
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| 490 | 0 | |a Critical guides for teacher educators | |
| 588 | 0 | |a Vendor-supplied metadata. | |
| 505 | 0 | |a Cover; Half-title; Series information; Title page; Copyright information; Table of contents; About the Series Editor and Authors; Foreword; Chapter 1 An overview of the policy landscape; Introduction; The evolution of policy; International policy and clinical practice models; The evolution of practice; Teacher education pedagogy within partnership models; Chapter 2 The challenges of partnership; The intractable issues; 1. Partners may not necessarily share the same conceptualisation of what constitutes effective teacher preparation | |
| 505 | 8 | |a 2. There may be tensions between the differing goals of preparing a teacher to be school ready or profession-ready3. Partners have differing priorities and differing levels of accountability; 4. Schools often engage in complex partnership arrangements with different ITE providers; 5. The quality of mentoring across all partnerships is variable; Addressing the issues; Chapter 3 Waterside Academy: a case study; Introduction; Case study: Waterside Academy; Background; Teacher education at Waterside Academy | |
| 505 | 8 | |a What do Waterside teacher educators see as the core components of an effective training programme?The school's role in the planning of the ITE curriculum; The evaluation of the ITE programme; The level of engagement with the range of ITE provision in the school; Chapter 4 The features of partnership; The perceived strengths of partnership working; The management structure; The structure of the training programme; Opportunities for trainees; Integration of theory and practice; Support for trainees; Programme outcomes; The perceived limitations and challenges of partnership working | |
| 505 | 8 | |a Management structuresThe structure of the training programme; Integration of theory and practice; Resource implications; Knowledge and expertise; Teachers' recollections of their own initial training; Teacher knowledge and expertise; Previous experience and current role; Contextual knowledge; Subject knowledge; What knowledge and expertise is seen by school-based teacher educators as being required within an ITE partnership?; Partnership development; Consultation, collaboration and communication; Mentoring expertise; Chapter 5 Towards a principled approach to ITE partnership working | |
| 505 | 8 | |a The tensions and challenges within ITE partnerships1. Partners may not necessarily share the same conceptualisation of what constitutes effective teacher preparation; 2. There may be tensions between the differing goals of preparing a teacher to be school ready or profession-ready; 3. Partners have differing priorities and differing levels of accountability; 4. Schools often engage in complex partnership arrangements with different ITE providers; The underlying principles for partnerships | |
| 520 | |a A critical review of initial teacher education partnerships, putting forward a set of principles necessary for the development of effective ITE partnership working. | ||
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| 650 | 7 | |a Teachers |x Training of |2 fast | |
| 651 | 7 | |a Great Britain |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJdmp7p3cx8hpmJ8HvmTpP | |
| 700 | 1 | |a Burn, Katharine. | |
| 700 | 1 | |a Hagger, Hazel. | |
| 700 | 1 | |a Thirlwall, Kate. | |
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| adam_text | |
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| author | Mutton, Trevor |
| author2 | Burn, Katharine Hagger, Hazel Thirlwall, Kate |
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| contents | Cover; Half-title; Series information; Title page; Copyright information; Table of contents; About the Series Editor and Authors; Foreword; Chapter 1 An overview of the policy landscape; Introduction; The evolution of policy; International policy and clinical practice models; The evolution of practice; Teacher education pedagogy within partnership models; Chapter 2 The challenges of partnership; The intractable issues; 1. Partners may not necessarily share the same conceptualisation of what constitutes effective teacher preparation 2. There may be tensions between the differing goals of preparing a teacher to be school ready or profession-ready3. Partners have differing priorities and differing levels of accountability; 4. Schools often engage in complex partnership arrangements with different ITE providers; 5. The quality of mentoring across all partnerships is variable; Addressing the issues; Chapter 3 Waterside Academy: a case study; Introduction; Case study: Waterside Academy; Background; Teacher education at Waterside Academy What do Waterside teacher educators see as the core components of an effective training programme?The school's role in the planning of the ITE curriculum; The evaluation of the ITE programme; The level of engagement with the range of ITE provision in the school; Chapter 4 The features of partnership; The perceived strengths of partnership working; The management structure; The structure of the training programme; Opportunities for trainees; Integration of theory and practice; Support for trainees; Programme outcomes; The perceived limitations and challenges of partnership working Management structuresThe structure of the training programme; Integration of theory and practice; Resource implications; Knowledge and expertise; Teachers' recollections of their own initial training; Teacher knowledge and expertise; Previous experience and current role; Contextual knowledge; Subject knowledge; What knowledge and expertise is seen by school-based teacher educators as being required within an ITE partnership?; Partnership development; Consultation, collaboration and communication; Mentoring expertise; Chapter 5 Towards a principled approach to ITE partnership working The tensions and challenges within ITE partnerships1. Partners may not necessarily share the same conceptualisation of what constitutes effective teacher preparation; 2. There may be tensions between the differing goals of preparing a teacher to be school ready or profession-ready; 3. Partners have differing priorities and differing levels of accountability; 4. Schools often engage in complex partnership arrangements with different ITE providers; The underlying principles for partnerships |
| ctrlnum | (OCoLC)1040592761 |
| dewey-full | 370.71/10941 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.71/10941 |
| dewey-search | 370.71/10941 |
| dewey-sort | 3370.71 510941 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| indexdate | 2024-11-27T13:29:00Z |
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| series2 | Critical guides for teacher educators |
| spelling | Mutton, Trevor. Teacher Education Partnerships: Policy and Practice. [Place of publication not identified] : National Book Network International (NBNi) : Critical Publishing, 2018. 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier Critical guides for teacher educators Vendor-supplied metadata. Cover; Half-title; Series information; Title page; Copyright information; Table of contents; About the Series Editor and Authors; Foreword; Chapter 1 An overview of the policy landscape; Introduction; The evolution of policy; International policy and clinical practice models; The evolution of practice; Teacher education pedagogy within partnership models; Chapter 2 The challenges of partnership; The intractable issues; 1. Partners may not necessarily share the same conceptualisation of what constitutes effective teacher preparation 2. There may be tensions between the differing goals of preparing a teacher to be school ready or profession-ready3. Partners have differing priorities and differing levels of accountability; 4. Schools often engage in complex partnership arrangements with different ITE providers; 5. The quality of mentoring across all partnerships is variable; Addressing the issues; Chapter 3 Waterside Academy: a case study; Introduction; Case study: Waterside Academy; Background; Teacher education at Waterside Academy What do Waterside teacher educators see as the core components of an effective training programme?The school's role in the planning of the ITE curriculum; The evaluation of the ITE programme; The level of engagement with the range of ITE provision in the school; Chapter 4 The features of partnership; The perceived strengths of partnership working; The management structure; The structure of the training programme; Opportunities for trainees; Integration of theory and practice; Support for trainees; Programme outcomes; The perceived limitations and challenges of partnership working Management structuresThe structure of the training programme; Integration of theory and practice; Resource implications; Knowledge and expertise; Teachers' recollections of their own initial training; Teacher knowledge and expertise; Previous experience and current role; Contextual knowledge; Subject knowledge; What knowledge and expertise is seen by school-based teacher educators as being required within an ITE partnership?; Partnership development; Consultation, collaboration and communication; Mentoring expertise; Chapter 5 Towards a principled approach to ITE partnership working The tensions and challenges within ITE partnerships1. Partners may not necessarily share the same conceptualisation of what constitutes effective teacher preparation; 2. There may be tensions between the differing goals of preparing a teacher to be school ready or profession-ready; 3. Partners have differing priorities and differing levels of accountability; 4. Schools often engage in complex partnership arrangements with different ITE providers; The underlying principles for partnerships A critical review of initial teacher education partnerships, putting forward a set of principles necessary for the development of effective ITE partnership working. Teachers Training of Great Britain. Enseignants Formation Grande-Bretagne. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Teachers Training of fast Great Britain fast https://id.oclc.org/worldcat/entity/E39PBJdmp7p3cx8hpmJ8HvmTpP Burn, Katharine. Hagger, Hazel. Thirlwall, Kate. has work: Teacher education partnerships (Text) https://id.oclc.org/worldcat/entity/E39PCGYQh7ckTjtcvm7pQqPgjC https://id.oclc.org/worldcat/ontology/hasWork Print version : 9781912096572 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1831824 Volltext |
| spellingShingle | Mutton, Trevor Teacher Education Partnerships: Policy and Practice. Cover; Half-title; Series information; Title page; Copyright information; Table of contents; About the Series Editor and Authors; Foreword; Chapter 1 An overview of the policy landscape; Introduction; The evolution of policy; International policy and clinical practice models; The evolution of practice; Teacher education pedagogy within partnership models; Chapter 2 The challenges of partnership; The intractable issues; 1. Partners may not necessarily share the same conceptualisation of what constitutes effective teacher preparation 2. There may be tensions between the differing goals of preparing a teacher to be school ready or profession-ready3. Partners have differing priorities and differing levels of accountability; 4. Schools often engage in complex partnership arrangements with different ITE providers; 5. The quality of mentoring across all partnerships is variable; Addressing the issues; Chapter 3 Waterside Academy: a case study; Introduction; Case study: Waterside Academy; Background; Teacher education at Waterside Academy What do Waterside teacher educators see as the core components of an effective training programme?The school's role in the planning of the ITE curriculum; The evaluation of the ITE programme; The level of engagement with the range of ITE provision in the school; Chapter 4 The features of partnership; The perceived strengths of partnership working; The management structure; The structure of the training programme; Opportunities for trainees; Integration of theory and practice; Support for trainees; Programme outcomes; The perceived limitations and challenges of partnership working Management structuresThe structure of the training programme; Integration of theory and practice; Resource implications; Knowledge and expertise; Teachers' recollections of their own initial training; Teacher knowledge and expertise; Previous experience and current role; Contextual knowledge; Subject knowledge; What knowledge and expertise is seen by school-based teacher educators as being required within an ITE partnership?; Partnership development; Consultation, collaboration and communication; Mentoring expertise; Chapter 5 Towards a principled approach to ITE partnership working The tensions and challenges within ITE partnerships1. Partners may not necessarily share the same conceptualisation of what constitutes effective teacher preparation; 2. There may be tensions between the differing goals of preparing a teacher to be school ready or profession-ready; 3. Partners have differing priorities and differing levels of accountability; 4. Schools often engage in complex partnership arrangements with different ITE providers; The underlying principles for partnerships Teachers Training of Great Britain. Enseignants Formation Grande-Bretagne. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Teachers Training of fast |
| title | Teacher Education Partnerships: Policy and Practice. |
| title_auth | Teacher Education Partnerships: Policy and Practice. |
| title_exact_search | Teacher Education Partnerships: Policy and Practice. |
| title_full | Teacher Education Partnerships: Policy and Practice. |
| title_fullStr | Teacher Education Partnerships: Policy and Practice. |
| title_full_unstemmed | Teacher Education Partnerships: Policy and Practice. |
| title_short | Teacher Education Partnerships: Policy and Practice. |
| title_sort | teacher education partnerships policy and practice |
| topic | Teachers Training of Great Britain. Enseignants Formation Grande-Bretagne. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Teachers Training of fast |
| topic_facet | Teachers Training of Great Britain. Enseignants Formation Grande-Bretagne. EDUCATION Essays. EDUCATION Organizations & Institutions. EDUCATION Reference. Teachers Training of Great Britain |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1831824 |
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