Researching School-Based Teacher Education

Abstract

Part 1 Introduction: the policy context for school-based teacher education. Part 2 Issues and processes: crossing academic communities - clarifying the conceptual landscape in initial teacher education benchmarking the competences pedagogical content knowledge - what do mature students bring to teaching? transition to mentoring - issues in primary initial teaching training further professional encounters - students and their school tutors initial teacher training and partnership - a management perspective long memories - lessons for the induction and support of student teachers in schools primary school-based teacher education in France value conflicts in school-based initial teacher education. Part 3 Case studies: planning for a partnership in the primary sector - a Welsh perspective new partnerships in schools - comparing teaching practice supervision in Accredited Assessment Schools (AAS) and Professional Development Schools (PDS) the developement of professional competences change in teacher education - interpreting and experiencing new professional roles the theory practice gap explored - the views of the art and physical education the mentoring process in initial teacher education - the respective roles of personnel in a pilot school-based scheme managing time within the initial teacher training partnership - Chenderit's first year as an internship school comparing HEAPs with SAP's - initial teacher education in the secondary secotr an evaluation of Nene College's PGCE pilot project 1993-94 externally enforced change - the experience of students and mentors during the pilot year of a post - 9/92 school-based course stringing along - untying the knots in a college-school PGCE teacher training network. Part 4 Conclusion: policy, market and school-based training.