Valuing initial teacher education at Master's level

Brooks, Clare and Brant, Jacek and Abrahams, Ian and Yandell, John (2012) Valuing initial teacher education at Master's level. Teacher Development, 16 (3). pp. 285-302. ISSN 1366-4530

Full content URL: http://dx.doi.org/10.1080/13664530.2012.688674

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Item Type:Article
Item Status:Live Archive

Abstract

The future of Master's-level work in initial teacher education (ITE) in England seems uncertain. Whilst the coalition government has expressed support for Master's-level work, its recent White Paper focuses on teaching skills as the dominant form of professional development. This training discourse is in tension with the view of professional learning advocated by ITE courses that offer Master's credits. Following a survey of the changing perceptions of Master's-level study during a Post Graduate Certificate in Education course by student teachers in four subject groups, this paper highlights how the process of professional learning can have the most impact on how they value studying at a higher level during their early professional development. © 2012 Copyright Teacher Development.

Keywords:initial teacher education, Student teachers, PGCE, Professional development, Master’s degrees
Subjects:X Education > X300 Academic studies in Education
Divisions:College of Social Science > School of Education
ID Code:16763
Deposited On:20 Feb 2015 10:23

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