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.
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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 |
| Open access status: | An open access version is available from UCL Discovery |
| 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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