Search results for: Masters programs
Page 2/2 18 items
Mastering Teaching and Learning through Pedagogic Partnership: A Vision and Framework for Developing ‘Collaborative Resonance’ in England
This article seeks to reframe teacher professional learning within the specific policy context of a new national model of master’s level professional development – the Master’s in Teaching and Learning (MTL) in England. The article describes the design and early implementation of this major national design initiative. Within the MTL core teaching and learning processes, four core strands of professional development are described: creating effective learning environments, developing effective professional learning, creating pedagogic awareness and effectiveness and developing wider school experience.
Updated: Feb. 04, 2014
This article explains the authors' involvement in an urban in‐district master’s program with a mission that included developing a ‘critical praxis’ for all participants. Their students' resistance to the readings written by teacher researchers brought the authors to question their pedagogy. This analysis reminds teacher educators to look carefully for often hidden opportunities offered for deeper learning when multiple perspectives come into contact.
Updated: Oct. 21, 2013
This article describes transformation of the organisation of teacher training in France. The transformation of training and recruitment of teachers results from distinct reforms concerning three interrelated aspects of the organisation of teacher training: the setting of the entrance requirement to the profession at the level of a university Master’s degree (Masterisation of teacher training), the change in the recruitment process, and the integration of teacher training colleges (IUFM) into the universities.
Updated: Aug. 06, 2013
Master's Programs in Israeli Colleges of Education: A New Learning Opportunity in Early Childhood Education
The goal of this article is to highlight the importance of advanced studies for the professional staff working in the field of early childhood education (ECE). The program is unique in its category in the state of Israel and has been authorized by the Council for Higher Education.
Updated: Dec. 27, 2012
This paper presents a study of how practitioner-based enquiry was embedded in an initial teacher education programme; the reasons for this; and the purposes of the strategy, which raised the one-year postgraduate qualification to masters-level.
Updated: Nov. 27, 2012
The Masters in Teaching and Learning: A Revolution in Teacher Education or a Bright Light Quickly Extinguished?
In summer 2009, the Labour government in England introduced of the Masters in Teaching and Learning (MTL), which was fully funded by the Training and Development Agency for Schools (TDA). The proposed aim of the MTL is ‘to improve teacher quality to raise standards in education. The authors discuss what the MTL might mean both for in‐service teacher education and initial teacher training. The authors also explore issues relating to the structure and delivery of MTL.
Updated: Jul. 24, 2012
Aspects of School–University Research Networks that Play a Role in Developing, Sharing and Using Knowledge Based on Teacher Research
The goal of the present study was to explore and describe which aspects of a school–university research network play a role in processes of developing, sharing and using knowledge based on research by Master’s students. The authors combined three perspectives on a network to better understanding of knowledge processes that take place within school–university research networks. A coding system was developed to analyze aspects that play a role in knowledge processes within a school–university research network. Fifteen aspects of a school–university research network were recognized in the processes of developing, sharing and using knowledge based on research by Master’s students
Updated: Nov. 15, 2011
The authors describe an innovative master’s program. They show how the faculty who taught in a cohort for students earning a master of arts degree in K–8 mathematics education created a coherent program by (a) identifying unifying themes that cut across courses, (b) building on ideas from one semester to the next, and (c) linking assignments for courses taught within the same semester.
Updated: May. 13, 2009