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New modes of teacher pre-service training and professional support

Anamuah-Mensah, Jophus ; Banks, Frank; Moon, Robert and Wolfenden, Freda (2012). New modes of teacher pre-service training and professional support. In: Moon, Robert ed. Teacher Education and the Challenge of Development: A Global Analysis. Education, Poverty and International Development. Abingdon: Routledge, pp. 201–211.

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This chapter synthesises established critiques of existing teacher professional development (pre-service and continuing professional development) to suggest that the institutions created to prepare and develop teachers in the last century will be inadequate to meet the large scale needs of the twenty first. The chapter draws on a number of innovatory programmes (including the Teacher Education in Sub-Saharan Africa (TESSA) programme and the English in Action Bangladesh programme) to suggest that (i) existing institutions will need to change their role, (ii) new more distributed, school based modes of education and training will need to be developed and (iii) that reform of the teacher education curriculum will be essential to this process (particularly as it relates to the teacher role in raising achievement and retaining pupils in the schooling process).

Item Type: Book Section
Copyright Holders: 2013 Bob Moon, 2013 The chapter authors
ISBN: 0-415-60071-5, 978-0-415-60071-2
Keywords: teacher education; ICTs; school-based; professional development
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS)
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Research Group: Centre for Research in Education and Educational Technology (CREET)
Innovation, Knowledge & Development research centre (IKD)
Education Futures
International Centre for Comparative Criminological Research (ICCCR)
Item ID: 31520
Depositing User: Freda Wolfenden
Date Deposited: 19 Jan 2012 16:14
Last Modified: 09 Feb 2017 12:59
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