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Placing 'knowledge' in teacher education in the English further education sector: an alternative approach based on collaboration and evidence-based research

Loo, SY; (2014) Placing 'knowledge' in teacher education in the English further education sector: an alternative approach based on collaboration and evidence-based research. British Journal of Educational Studies , 62 (3) pp. 337-354. 10.1080/00071005.2014.959465. Green open access

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Abstract

This paper focuses on teacher education in the English further education sector, where the teaching of disciplinary and pedagogic knowledge is an issue. Using research findings, the paper advocates an approach based on collaboration and informed research to emphasize and integrate knowledge(s) in situated teaching contexts despite working in a climate of competition as advocated by the current neo-liberal government.

Type: Article
Title: Placing 'knowledge' in teacher education in the English further education sector: an alternative approach based on collaboration and evidence-based research
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/00071005.2014.959465
Publisher version: http://dx.doi.org/10.1080/00071005.2014.959465
Language: English
Additional information: This is an Accepted Manuscript of an article published by Taylor & Francis in the British Journal of Educational Studies on 15 October 2014, available online: http://www.tandfonline.com/10.1080/00071005.2014.959465.
Keywords: Teacher education, teaching knowledge, collaboration, informed research
UCL classification: UCL
UCL > Provost and Vice Provost Offices
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/1541083
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