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
Permalink -

https://repository.uel.ac.uk/item/859y2

Log in to edit

Download files

Publisher's version
Article 2 Daniel J. Ayres 4-1.pdf
License: CC BY

Explore this article

Explore this article

Editorial
Garby-Czerniawski, G. 2014. Editorial. Research in Teacher Education. 4 (1), p. 3. https://doi.org/10.15123/uel.8917q
Computer programming, ICT and gender in the classroom: a male-dominated domain or a female preserve?
Morris, David and Trushell, John 2014. Computer programming, ICT and gender in the classroom: a male-dominated domain or a female preserve? Research in Teacher Education. 4 (1), pp. 4-9. https://doi.org/10.15123/uel.859y6
Early years education: are young students intrinsically or extrinsically motivated towards school activities? A discussion about the effects of rewards on young children’s learning
Theodotou, E. 2014. Early years education: are young students intrinsically or extrinsically motivated towards school activities? A discussion about the effects of rewards on young children’s learning. Research in Teacher Education. 4 (1), pp. 17-21. https://doi.org/10.15123/uel.859y7
Considering cross-phase peer mentoring in ITE: what can each party bring to the table?
Lewis, E. 2014. Considering cross-phase peer mentoring in ITE: what can each party bring to the table? Research in Teacher Education. 4 (1), pp. 22-27. https://doi.org/10.15123/uel.859y4
Action research – questioning techniques in the FE sector: a qualitative study
Torbrand, Pepita 2014. Action research – questioning techniques in the FE sector: a qualitative study. Research in Teacher Education. 4 (1), pp. 28-37. https://doi.org/10.15123/uel.859y8
Barriers and motivators to attaining a school-based MA in Education: a case study
Etherington, M. 2014. Barriers and motivators to attaining a school-based MA in Education: a case study. Research in Teacher Education. 4 (1), pp. 38-42. https://doi.org/10.15123/uel.859y3
‘I was never much good at writing’: trainee teachers’ attributions in writing
Wray, David 2014. ‘I was never much good at writing’: trainee teachers’ attributions in writing. Research in Teacher Education. 4 (1), pp. 43-49. https://doi.org/10.15123/uel.859y9
Book reviews
Miyata, Cathy, Gordon, Shearon, Trimmer-Platman, T. and King, Grant 2014. Book reviews. Research in Teacher Education. 4 (1), pp. 50-54.
  • 91
    total views
  • 51
    total downloads
  • 1
    views this month
  • 0
    downloads this month

Export as

Related outputs

Being creative with technology: using ICT to enhance the teaching of literacy and numeracy
Morris, David, Uppal, G. and Ayres, D. 2014. Being creative with technology: using ICT to enhance the teaching of literacy and numeracy. in: Younie, Sarah, Leask, Marilyn and Burden, Kevin (ed.) Teaching and Learning with ICT in the Primary School Abingdon, Oxon and New York, NY Routledge Taylor & Francis Group. pp. 39-53
What Use Is Research? Primary School Teachers’ Experience of School-based Practitioner Research
Ayres, D. 2017. What Use Is Research? Primary School Teachers’ Experience of School-based Practitioner Research. Masters Thesis University of East London Sir John Cass School of Education and Communities
Research in Teacher Education: Volume 5, No.1, May 2015
Czerniawski, G., Wiseman, Sue, Hellawell, Beate, White, M., Robertson, G., Linington, M., Martin, E., Sikes, Pat, Ayres, D., Hussain, Victoria, Herrington, N. and Hurley, Cathy 2015. Research in Teacher Education: Volume 5, No.1, May 2015. The School of Education and Communities, University of East London. https://doi.org/10.15123/uel.8919w
Book Reviews
Ayres, D., Herrington, N. and Hurley, Cathy 2015. Book Reviews. Research in Teacher Education. 5 (1), pp. 51-54. https://doi.org/10.15123/PUB.4329
Research in Teacher Education: Volume 4, No.1, April 2014
Garby-Czerniawski, G., Morris, David, Ayres, D., Theodotou, E., Lewis, E., Torbrand, Pepita, Etherington, M., Wray, David, Miyata, Cathy, Trushell, John, Gordon, Shearon, Trimmer-Platman, T. and King, Grant 2014. Research in Teacher Education: Volume 4, No.1, April 2014. The School of Education and Communities, University of East London. https://doi.org/10.15123/uel.89179
Mobile technology: a study on the impact on the role of the Initial Teacher Training (ITT) tutor
Ayres, D., Tyrrell, C. and Poon, Kokhung 2013. Mobile technology: a study on the impact on the role of the Initial Teacher Training (ITT) tutor. Research in Teacher Education. 3 (1), pp. 27-32. https://doi.org/10.15123/uel.85x87
Research in Teacher Education: Volume 3, No.1, April 2013
Czerniawski, G., Edmonds, C., Ameen, Ruhul, Herrington, N., Macklin, J., Ayres, D., Clarke, J., Menter, Ian, Kidd, W., Wells, D., Hassan, N., Tyrrell, C., Poon, Kokhung, Pye, T., Alexandrou, Alex and Mudd, Janine 2013. Research in Teacher Education: Volume 3, No.1, April 2013. The School of Education and Communities, University of East London. https://doi.org/10.15123/uel.89176