The role of practical experience: toward an ITE signature pedagogy

Article

Ayres, D. 2014. The role of practical experience: toward an ITE signature pedagogy. Research in Teacher Education. 4 (1), pp. 10-16. https://doi.org/10.15123/PUB.3631
AuthorsAyres, D.
Abstract

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.

Keywordsmentor development; professional knowledge; reflective practice; signature pedagogy; teacher training
JournalResearch in Teacher Education
Research in Teacher Education
Journal citation4 (1), pp. 10-16
ISSN2047-3818
Year2014
PublisherUniversity of East London, Cass School of Education and Communities
Publisher's version
License
CC BY
Digital Object Identifier (DOI)https://doi.org/10.15123/PUB.3631
Publication dates
Print20 May 2014
Publication process dates
Deposited22 May 2014
Copyright information© The author 2014
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