The role of practical experience: toward an ITE signature pedagogy
Ayres, D. 2014. The role of practical experience: toward an ITE signature pedagogy. Research in Teacher Education. 4 (1), pp. 10-16.
This paper explores implications for school- and university-based teacher educators, in light of Initial Teacher Education (ITE) policy developments in England. Shulman’s (2005a, b) notion of professional signature pedagogy is presented and used as a framework with which to analyse the congruence between ITE policy and the needs of the teacher workforce. The analysis is presented using Schön’s (1987) reflective practicum of professional knowledge and learning as a lens through which to establish the needs of new professionals. The paper highlights the crucial roles that school-based mentors will be required to undertake as pre-service teacher education becomes increasingly school-led and heavily reliant on practical experience.
|Keywords||mentor development; professional knowledge; reflective practice; signature pedagogy; teacher training|
|Journal||Research in Teacher Education|
|Research in Teacher Education|
|Journal citation||4 (1), pp. 10-16|
|Publisher||University of East London, Cass School of Education and Communities|
|Digital Object Identifier (DOI)||doi:10.15123/PUB.3631|
|20 May 2014|
|Publication process dates|
|Deposited||22 May 2014|
|Copyright information||© The author 2014|
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