Brooks, C.;
McIntyre, J.;
Mutton, T.;
(2023)
Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter?
London Review of Education
, 21
(1)
, Article 1. 10.14324/LRE.21.1.01.
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Abstract
Unprecedented reform to teacher education in England, through the Initial Teacher Training Market Review, led to the threat of removal of the right for established providers to offer programmes of initial teacher education beyond 2024 without reaccreditation. Such policy reform has been constructed in relation to a perceived gap in research about knowledge of the best way to educate or train new teachers. Using Lee S. Shulman’s concept of signature pedagogies we consider the varying ways in which theoretical ideas are underpinned by common models of, and approaches to, teacher education pedagogy. We mobilise Shulman to analyse five models, which we categorise as ‘knowledge-first’ or ‘people-first’, to see the extent to which, if at all, there is a theoretically informed signature pedagogy for initial teacher education. Our analysis shows that there is no one discernible knowledge base or theory that underpins a signature pedagogy for teacher education, but a suite of possibilities about how a signature pedagogy of teacher education could be understood. Moreover, it is our contention that policy reform of initial teacher education based on econometric analysis fails to recognise the most important dimension of a signature pedagogy, learning how to act with integrity as a professional teacher.
| Type: | Article |
|---|---|
| Title: | Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter? |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/LRE.21.1.01 |
| Publisher version: | https://doi.org/10.14324/LRE.21.1.01 |
| Language: | English |
| Additional information: | © 2023, Clare Brooks, Joanna McIntyre and Trevor Mutton. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited. |
| Keywords: | initial teacher education, policy reform, signature pedagogy, models of teacher education |
| 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/10160779 |
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