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Initial teacher education as a driver for professional learning and school improvement in the primary phase

Hurd, Steve; Jones, Marion; McNamara, Olwen and Craig, Barbara (2007). Initial teacher education as a driver for professional learning and school improvement in the primary phase. Curriculum Journal, 18(3) pp. 307–326.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/09585170701589942
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Abstract

This paper examines the professional learning accruing from school-based Initial Teacher Education (ITE) within the wider policy debate on school performance. It contrasts the very positive perceptions reported by teachers on the contribution of involvement in ITE to their professional learning with the less than fulsome attitude of school inspectors. Evidence is drawn from questionnaire responses from primary school ITE coordinators and mentor-teachers in the North West of England, text searches of primary-school inspection reports and quantitative data collected by Ofsted. It concludes that a more explicit emphasis on initial teacher education in school inspections would give due recognition to the important role played by ITE and make it easier to promote the professional learning and school improvement outcomes which derive from school-based initial teacher education.

Item Type: Journal Article
ISSN: 0958-5176
Keywords: Initial teacher education; continuing professional development; mentoring; primary school performance; inspection (Ofsted)
Academic Unit/Department: Education and Language Studies > Education
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 8961
Depositing User: Steve Hurd
Date Deposited: 30 Aug 2007
Last Modified: 02 Dec 2010 20:03
URI: http://oro.open.ac.uk/id/eprint/8961
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