Teacher Education Partnerships
Policy and Practice
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Reform, Teaching, Teaching Methods
| Author: | Trevor Mutton, Katharine Burn, Hazel Hagger, Kate Thirlwall, Ian Menter | ISBN: | 9781912096558 |
| Publisher: | Critical Publishing | Publication: | June 20, 2018 |
| Imprint: | Critical Publishing | Language: | English |
| Author: | Trevor Mutton, Katharine Burn, Hazel Hagger, Kate Thirlwall, Ian Menter |
| ISBN: | 9781912096558 |
| Publisher: | Critical Publishing |
| Publication: | June 20, 2018 |
| Imprint: | Critical Publishing |
| Language: | English |
This book supports all those involved in initial teacher education (ITE) and with an interest in partnership working. Such partnerships are at the heart of ITE practices, both in the UK and internationally, but more recently models of partnership have become ever more complex as a result of government reforms, the rapid diversification of routes into teaching and significant increase in the number of SCITTs. The nature of partnerships in ITE remains contested with partnership working often reduced to a series of prescriptions for effective practice, ignoring both its pedagogic potential and inherent tensions. This book surveys and critiques partnership developments in recent years and then analyses a single case study of a school that exemplifies the current complexity of ITE partnerships using both policy and practice perspectives. It concludes with a series of principles that might underpin effective partnership working.
This book supports all those involved in initial teacher education (ITE) and with an interest in partnership working. Such partnerships are at the heart of ITE practices, both in the UK and internationally, but more recently models of partnership have become ever more complex as a result of government reforms, the rapid diversification of routes into teaching and significant increase in the number of SCITTs. The nature of partnerships in ITE remains contested with partnership working often reduced to a series of prescriptions for effective practice, ignoring both its pedagogic potential and inherent tensions. This book surveys and critiques partnership developments in recent years and then analyses a single case study of a school that exemplifies the current complexity of ITE partnerships using both policy and practice perspectives. It concludes with a series of principles that might underpin effective partnership working.
