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Informationen zum Autor Rob McBride Klappentext To improve schools we need to improve teachers. This volume provides recent research evidence that suggests that current education policy is not Promoting Effective Teacher Education And That Teacher Education Policy has: failed to support the formation of professional partnerships in initial teacher education; has almost ignored the induction of newly qualified teachers; and has narrowed in-service education into support for the implementation of central policy.; The evidence gathered in this book is used to argue for new forms of teacher education in every phase, built upon the foundation of professional partnership between schools and institutions of higher education. It is suggested that the funding for such changes could be drawn from less effective forms of school improvement, such as National Curriculum development and school inspection. With the implementation of such changes, it is argued, good quality teacher education programmes would prosper and foster a broad concensus about educational development that is often absent. Zusammenfassung To improve schools we need to improve teachers. This volume provides recent research evidence that suggests that current education policy is not Promoting Effective Teacher Education And That Teacher Education Policy has failed on several counts. Inhaltsverzeichnis Introduction - the issues facing teacher education policy, Rob McBride. Part 1 Intitial teacher training: change management in initial teacher education - national contexts, local circumstances and the dynamics and change, Chris Husbands; from integration to partnership - changing structures in initital teacher education, John Furlong et al; school- based initial teacher education in Scotland - archaic highlands or high moral ground?, Sally Brown; partnership in school-based primary teachers training - a new vision?, Anne Edwards and Jill Collison; learning about primary schools as workplaces - aspects of active staff membership during placements, Colin Biott and John Spindler; learning to teach - the development of pedagogical reasoning, Neville Bennett; initial teacher education policy and cultural transmission, David Clemson. Part 2 The induction of newly qualified teachers: government policy and the induction of new teachers, Susan Sidgwick; a knowledge base for mentors of beginning teachers - results of a Dutch experience, J.H.C. Vonk; reflective teaching - embrace or illusion, Les Tickle. Part 3 In-service education: embedding living methodologies into the system - the introspective practitioner, Eileen Francis; reconceptualizing policy on in-service teacher education, Jack Whitehead; why is action research a valid basis for professional development?, Christine O'Hanlon; professional learning and school development in action - a personal development planning project, Christopher Day; integrating enquiry into teachers' professional lives, David Frost; the hunter-gatherer academic in the higher educational jungle - a view from a university school of education, Rob McBride. Part 4 Broader considerations and summary: teacher education - the poverty of pragmatism, David Bridges; teacher education - notes towards a radical view, John F. Schostak; drawing the threads together - a summary, Rob McBride....
