Brooks, Clare;
Brant, Jacek;
Abrahams, Ian;
Yandell, John;
(2012)
Valuing initial teacher education at Master's level.
Teacher Development
, 16
(3)
pp. 285-302.
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Abstract
The future of Master’s-level work in initial teacher education (ITE) in England seems uncertain. Whilst the coalition government has expressed support for Master’s-level work, its recent White Paper focuses on teaching skills as the dominant form of professional development. This training discourse is in tension with the view of professional learning advocated by ITE courses that offer Master’s credits. Following a survey of the changing perceptions of Master’s-level study during a Post Graduate Certificate in Education course by student teachers in four subject groups, this paper highlights how the process of professional learning can have the most impact on how they value studying at a higher level during their early professional development.
| Type: | Article |
|---|---|
| Title: | Valuing initial teacher education at Master's level |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Keywords: | initial teacher, Masters, professional development, PGCE, student teachers, Schools and Teaching |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10011842 |
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