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Valuing initial teacher education at Master's level

Brooks, C; Brant, J; Abrahams, I; Yandell, J; (2012) Valuing initial teacher education at Master's level. Teacher Development , 16 (3) pp. 285-302. 10.1080/13664530.2012.688674. Green open access

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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. © 2012 Copyright Teacher Development.

Type: Article
Title: Valuing initial teacher education at Master's level
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/13664530.2012.688674
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 - Culture, Communication and Media
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/1495704
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