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This book supports all those involved in initial teacher education
(ITE) and with an interest in partnership working. Such
partnerships are at the heart of ITE practices, both in the UK and
internationally, but more recently models of partnership have
become ever more complex as a result of government reforms, the
rapid diversification of routes into teaching and significant
increase in the number of SCITTs. The nature of partnerships in ITE
remains contested with partnership working often reduced to a
series of prescriptions for effective practice, ignoring both its
pedagogic potential and inherent tensions. This book surveys and
critiques partnership developments in recent years and then
analyses a single case study of a school that exemplifies the
current complexity of ITE partnerships using both policy and
practice perspectives. It concludes with a series of principles
that might underpin effective partnership working.
First published in 1996 this book brings together the work of teams
in six universities involved in school-based partnerships for
teacher education. Professionals from Oxford University, the
Manchester Metropolitan University, Keele, Sussex, Swansea and
Leicester University come together to explore the distinctive work
of school-based teacher educators, discussing the role of the
teacher mentor in both primary and secondary schools. Topics
covered include: mentoring in the primary school, issues in the
managing of mentoring, working with new teachers, and mentoring and
continuing professional development. All involved in school-based
teacher education - whether as mentors, teacher trainers in higher
education, school senior management, advisers, or inspectors -
should find the range of experience presented here invaluable in
their own work.
International trends in initial teacher education (ITE) and
induction increasingly emphasise the importance of school-based
learning for beginning teachers, and recent policy shifts have
given many more schools a leading role in ITE. This book focuses
directly on what has been learned from within well-established
partnerships about the nature of beginning teachers' learning in
schools and explores the ways in which teacher educators - both
those that are school-based and those in universities who
work in partnership with them - can most effectively support that
learning. Beginning Teaching is part of the
successful Critical Guides for Teacher Educators series
edited by Ian Menter.
First published in 1996 this book brings together the work of teams
in six universities involved in school-based partnerships for
teacher education. Professionals from Oxford University, the
Manchester Metropolitan University, Keele, Sussex, Swansea and
Leicester University come together to explore the distinctive work
of school-based teacher educators, discussing the role of the
teacher mentor in both primary and secondary schools. Topics
covered include: mentoring in the primary school, issues in the
managing of mentoring, working with new teachers, and mentoring and
continuing professional development. All involved in school-based
teacher education - whether as mentors, teacher trainers in higher
education, school senior management, advisers, or inspectors -
should find the range of experience presented here invaluable in
their own work.
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