Search results for: Lucas Norman
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Rethinking Initial Teacher Education for Further Education Teachers: From a standards-led to a knowledge-based approach
The article criticizes the teacher education program, and the 'standards-led model' in the United Kingdom, since it does not take into account learning in the workplace, the professional dimension of professional practice, and the importance of knowledge. The paper stresses the importance of work-based learning and describes it as a learning zone where different types of knowledge and pedagogy are learned and transformed.
Updated: Feb. 26, 2008