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Quality at scale: Strategies for large-scale initial teacher education programmes

Brooks, C; (2021) Quality at scale: Strategies for large-scale initial teacher education programmes. Teaching and Teacher Education , 107 , Article 103490. 10.1016/j.tate.2021.103490. (In press).

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Abstract

Research in initial teacher education (ITE) often focuses on small, boutique programmes. In this paper I explore how universities with large ITE programmes seek to achieve quality at scale. ITE occurs in specific locations; as a scaled practice (attendant to other discourses such as national policies and global debates); and as a representational space which defines quality teaching. Developed through the analysis of stakeholder interviews, observations and documentation, a model of ITE practice shows an interplay between the provider's context, the community they serve, and the opportunities afforded for change. Universities can improve ITE through a focus on adaptive teacher education expertise.

Type: Article
Title: Quality at scale: Strategies for large-scale initial teacher education programmes
DOI: 10.1016/j.tate.2021.103490
Publisher version: https://doi.org/10.1016/j.tate.2021.103490
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10135009
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