Exploring Futures in Initial Teacher Education: (4 Bedford Way Papers)

This book is a major overview of research and policy issues in initial teacher education and a future-oriented, positive response to changing times. It contains contributions from leading researchers in the field, addressing national and international perspectives on the subject. The climate of high anxiety which characterizes 1990s educational politics in Britain, when rapid legislation has resulted in shifting policy and occasionally bewildering ambiguities for those working in the education service, has had a number of adverse effects. Damage has been done to the image of teachers and of teaching: recent years have seen a flight of experienced teachers from the classroom and there is also now a significant recruitment shortfall to secondary initial training courses. The broader community of educationists have perceived a sustained external attack on what they do, resulting in a crisis of confidence. This book is a major overview of research and policy issues, and a future-oriented, positive response by teacher educators. It contains contributions from leading researchers and practitioners, addressing national and international perspectives on the subject with a focus on appropriate goals for the future of teacher education in changing times.

Table of Contents:
Foreword by Professor Peter Mortimore Introduction by Andy S. Hudson and David Lambert Part 1: Exploring futures in initial teacher education 1.1 Exploring futures in initial teacher education – the landscape and the quest by Marvin F. Wideen and Peter P. Grimmett 1.2 Initial teacher education in England and Wales – some findings from the Modes of Teacher Education Project by Geoff Whitty, John Furlong, Caroline Whiting, Sheila Miles and Len Barton 1.3 Possible futures for initial teacher education in the primary phase by Anne Edwards 1.4 The ‘applied route’ at age 14 and beyond – implications for initial teacher education by Norman Lucas 1.5 ‘New Rules’ for the radical reform of teacher education by David Hopkins Part 2: Changing key for changing times – national and international perspectives 2.1 A view of the landscape for teaching children aged 5-11 by Jeni Riley 2.2 Across the great divide – what can be learned from an investigation of primary and secondary partnerships? by Anne Campbell, Pat Crocket, Jan Pecket and Margaret Whitelry 2.3 The Key Stage 2/3 course – crisis of identity or golden opportunity? by Linda Fursland 2.4 What age groups should primary teacher training cover? by Helen Penn 2.5 A view of the landscape for teaching students aged 11-19 by David Lines 2.6 The role of inspection in initial teacher education by David Taylor 2.7 Designing teachers’ futures – the quest for a new professional climate by Michael Totterdell and David Lambert 2.8 Curriculum control, quality assurance and the McDonaldisation of initial teacher education by John Piper and John Robinson 2.9 A view of the landscape from international perspectives by James Porter 2.10 An holistic perspective on school-university partnerships in the twenty-first century: theory into practice by Linda A. Catelli 2.11 Restructuring initial primary teacher education in Ireland – critical perspectives on policy and practice by Ciaran Sugrue 2.12 Development and underdevelopment in teacher education – African perspectives by John Pryor and Janet Stuart Part 3: Changing key for changing times – issues in practice 3.1 The role of open and distance learning in enhancing teacher professionalism by Alma Harris and Ann Shelton Mayes 3.2 An alternative route to qualified teacher status – collaborative partnerships with the licensed teacher scheme (a personal view) by d’Reen Struthers 3.3 Aspects of the mentoring process within a secondary initial teacher education partnership by Anne Williams, Graham Butt, Sue Butterfield, Carol Gray, Sue Leach, Alan Marr and Allan Soares 3.4 Different perceptions of ‘teacher competence’ – trainees and their mentors by Pat Drake and Lisa Dart 3.5 New teachers in an urban comprehensive by Crispin Jones and Ruth Heilbronn 3.6 Individual action planning in initial teacher education – product or process? by Jennifer Harrison 3.7 Evaluation of a developmental profile in initial teacher education – towards a common entitlement by Vivienne Griffiths, Carol Robinson and Mike Wilson 3.8 A psychological profile of Post Graduate Certificate in Education students – implications for initial teacher education by Roger Vallance 3.9 Creating more contented teachers by Roy Prentice Part 4: Changing key for changing times – prospects 4.1 Exploring futures in initial teacher education: a fin de millennium perspective by Marvin F. Wideen 4.2 Endnote by Barbara MacGilchrist Appendix