Teacher Education Partnerships

Policy and Practice

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Reform, Teaching, Teaching Methods
Cover of the book Teacher Education Partnerships by Trevor Mutton, Katharine Burn, Hazel Hagger, Kate Thirlwall, Ian Menter, Critical Publishing
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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.

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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.

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