Primary Teacher Education in England: Forty Years On
Murray, J. and Passy, Rowena 2014. Primary Teacher Education in England: Forty Years On. Journal of Education for Teaching: International research and pedagogy. 40 (5), pp. 492-506.
|Authors||Murray, J. and Passy, Rowena|
This article examines the relationship between pre-service teacher education (ITE) for primary schooling and primary teaching in England between 1974 and 2014 and explores the ‘fitness of purpose’ of the current system of preparing teachers for the classrooms of the twenty-first century. Our historical analysis suggests that, despite forty years of change in ITE, there are still a number of unresolved issues in ITE. These include: how to prepare for the multi-subject, class teacher role which the majority of primary teachers still undertake; how to equip future teachers to deal with the social and emotional aspects of primary teaching; how to ensure that they are creative and flexible practitioners, able to cope with the demands of future curricula, pedagogical changes and the new roles and responsibilities which will inevitably occur during the course of their teaching careers in the next decades of this century; and how to structure ITE to provide adequate long term foundations for the necessary professional development as a teacher.
|Journal||Journal of Education for Teaching: International research and pedagogy|
|Journal citation||40 (5), pp. 492-506|
|Publisher||Taylor & Francis|
|Accepted author manuscript|
|30 Sep 2014|
|Publication process dates|
|Deposited||02 Jun 2015|
|Accepted||21 Jul 2014|
|Copyright information||© 2014 Taylor & Francis This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Education for Teaching: International research and pedagogy on 30.09.14, available online: http://wwww.tandfonline.com/10.1080/02607476.2014.956542|
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