Does initial teacher education (in England) have a future?

Does initial teacher education (in England) have a future?

Detalhes bibliográficos
Principais autores:	Mutton, T, Burn, K
Formato:	Journal article
Idioma:	English
Publicado em:	Taylor & Francis 2024

Registros relacionados

Preparation for family-school partnerships within initial teacher education programmes in England
por: Mutton, T, et al.
Publicado em: (2018)

The complex policy landscape of initial teacher education in England: what’s the problem represented to be?
por: Mutton, T, et al.
Publicado em: (2021)

Deconstructing the Carter Review: competing conceptions of quality in England’s ‘school-led’ system of initial teacher education
por: Mutton, T, et al.
Publicado em: (2016)

The role of schools within initial teacher education in England: an exploration of the shifting policy focus over the past 50 years
por: Mutton, T, et al.
Publicado em: (2024)

Constructing the curriculum of (initial) teacher education: when should new teachers be encouraged to ask critical questions?
por: Burn, K, et al.
Publicado em: (2018)

More than managing? The role of the Initial Teacher Training coordinator in schools in England
por: Mutton, T, et al.
Publicado em: (2007)

Beyond reactive responses to enduring growth: the transformation of principles and practices within initial teacher education
por: Burn, K, et al.
Publicado em: (2022)

Doing things differently: responding to the ‘policy problem’ of teacher education in Wales
por: Mutton, T, et al.
Publicado em: (2020)

Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter?
por: Brooks, C, et al.
Publicado em: (2023)

Responding to poverty through education and teacher education initiatives: a critical evaluation of key trends in government policy in England 1997-2015
por: Burn, K, et al.
Publicado em: (2016)

Teacher education and Covid-19: responses and opportunities for new pedagogical initiatives
por: Mutton, T
Publicado em: (2020)

Teacher education policy making during the pandemic: shifting values underpinning change in England?
por: Brooks, C, et al.
Publicado em: (2021)

Variability and change in 17 teachers’ classroom quality during teacher education and two years of professional practice
por: Mutton, T, et al.
Publicado em: (2010)

Learning to teach in England and the United States: the evolution of policy and practice
por: Tatto, MT, et al.
Publicado em: (2017)

Teacher Education and Family-School Partnerships in different contexts: A cross country analysis of national teacher education frameworks across a range of European countries
por: Thompson, I, et al.
Publicado em: (2018)

Determined to learn? The role of intentionality in beginning teachers’ development
por: Mutton, T, et al.
Publicado em: (2011)

Looking forward: rethinking professional learning through partnership arrangements in Initial Teacher Education
por: Edwards, A, et al.
Publicado em: (2007)

Learning to plan, planning to learn: the developing expertise of beginning teachers
por: Mutton, T, et al.
Publicado em: (2011)

Learning to Plan, Planning to Learn; the Developing Expertise of Beginning Teachers
por: Mutton, T, et al.
Publicado em: (2011)

Practice makes perfect? Learning to learn as a teacher
por: Hagger, H, et al.
Publicado em: (2008)

The complex development of student-teachers' thinking
por: Burn, K, et al.
Publicado em: (2003)

Observed Classroom Quality During Teacher Education and Two Years of Professional Practice
por: Malmberg, L, et al.
Publicado em: (2010)

Observed classroom quality during teacher education and two years of professional practice
por: Malmberg, L, et al.
Publicado em: (2010)

The impact of adopting a research orientation towards use of the Pupil Premium Grant in preparing beginning teachers in England to understand and work effectively with young people living in poverty
por: Burn, K, et al.
Publicado em: (2016)

Challenging beginning teachers’ misconceptions of the effects of poverty on educational attainment in an initial teacher education programme in England
por: Thompson, I
Publicado em: (2018)

Partnership, policy and politics: Initial teacher education in England under New Labour
por: Furlong, J, et al.
Publicado em: (2008)

Partnership, policy and politics: initial teacher education in England under New Labour
por: Furlong, J, et al.
Publicado em: (2008)

'We will take them from anywhere': Schools working within multiple initial teacher training partnerships
por: Mutton, T, et al.
Publicado em: (2008)

"We will take them from anywhere": schools working within multiple initial teacher training partnerships
por: Mutton, T, et al.
Publicado em: (2008)

DOES THE EU HAVE A FUTURE?
por: William Nicoll
Publicado em: (2005-12-01)

Does the future have a recipe?
por: Ian Seymour
Publicado em: (2019-05-01)

Does dogma have a future?
por: C.J. Wethmar
Publicado em: (2002-08-01)

The training of investigative skills in the future teachers of initial education
por: María Eugenia Soto Muñoz
Publicado em: (2017-10-01)

Excellence without a soul : does liberal education have a future? /
por: 366676 Lewis, Harry R.
Publicado em: (2007)

Professionalism and teacher education in Australia and England
por: Mayer, D, et al.
Publicado em: (2020)

Professional knowledge and identity in a contested discipline: challenges for student teachers and teacher educators
por: Burn, K
Publicado em: (2007)

Family-school partnerships: a challenge for Teacher Education
por: Willemse, T, et al.
Publicado em: (2018)

Does The Transatlantic Alliance Have A Future?
por: Murat Metin Hakki
Publicado em: (2006-05-01)

Does Hong Kong Have a Future?
por: Matthew Harrison
Publicado em: (2019-12-01)

The future does not have a definite form
por: Patrose, Prataap
Publicado em: (2005)