Search results for: Hulme Moira
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‘Letting the Right One In’: Provider Contexts for Recruitment to Initial Teacher Education in the United Kingdom
This study examined relationships between the recruitment practice and contexts for recruitment to initial teacher education (ITE). The authors found that policy makers in England have recently shifted the balance of responsibility for recruitment from higher education institutes (HEIs) to schools. The policy makers in Wales are considering a similar change, but at present their recruitment is firmly in the control of HEIs. The authors found that the recruitment to ITE in Northern Ireland remains firmly in the control of HEIs whilst policymakers in Scotland remain committed to its partnership of HEIs and local authorities in recruiting to ITE.
Updated: Nov. 15, 2018
The current article provides an overview of the background and the processes at play in the current reshaping of teacher education in Scotland. The authors reviewed policy documents and reports regarding the teacher education system in Scotland. The article starts with the developments emanating in the past decade from the McCrone Report and finishes with the recent Donaldson Report. The article concludes that the teacher education system in Scotland has been strongly influenced by needing to connect with the two dominant existing policies relating, respectively, to teachers’ work and conditions and to curriculum reform.
Updated: Nov. 05, 2013
The Importance of Collegiality and Reciprocal Learning in the Professional Development of Beginning Teachers
This article discusses factors that enhance induction experiences for beginning teachers. The paper reports the findings from case studies that explore the impact of new entrants to the teaching profession in Scotland. The data suggest that the most supportive induction processes mix both formal and informal elements. However, the data indicate that the informal elements such as collegiality, good communication and a welcoming workplace environment should not be underestimated. The study also highlights the potential benefits of a more collegiate environment for teachers across the career phases.
Updated: Dec. 26, 2010
This article starts with a brief review of the recent history of teacher research in the UK in order to consider how pre- and in-service teachers are currently positioned in relation to research. Drawing on the case of the Scottish Schools of Ambition, the article identifies some of the challenges and opportunities presented by sponsored research engagement. The article suggests that teacher educators may have an important contribution to make to building capacity through teacher enquiry given their position as mediators between schools and university faculties of education.
Updated: Nov. 10, 2009
The need for capacity-building in teacher education in the UK has been raised as a serious issue by a number of commentators. This paper provides an analytical account of an initiative conducted by the Teacher Education Group (TEG) to build research capacity in teacher education. With reference to a review of the national contexts for research in the UK and research on teacher educators, the article argues that, in order to build research capacity initiatives we need to provide motivation and new types of networking opportunities for researchers, as well as developing their expertise.
Updated: Oct. 18, 2009
This article investigates the extent to which political devolution has influenced the nature of education policy-making in Scotland. The article uses initial teacher education and early professional development as a case. The processes of change in Scotland appear to have been less radical and at a slower pace than in England; however, they have been achieved through a more consensual process and so in the long term are likely to be more embedded than those in England.
Updated: Feb. 12, 2009