Policy and Practice in the Professional Development of Teachers
Open Access
- 1 January 1993
- journal article
- research article
- Published by Taylor & Francis in International Studies in Sociology of Education
- Vol. 3 (1) , 91-108
- https://doi.org/10.1080/0962021930030105
Abstract
This paper is intended as a contribution towards understanding recent developments in government policy for teacher education by providing an account of the dilemmas and issues the authors are encountering in the course of developing practice in three key areas in the education of teaching. These are: the implementation of school‐based forms of initial teacher education in partnership with schools; the development of higher education involvement in and responsibility for teachers’ professional development in their first year of teaching; the development of profiles of competence by which to evaluate and assess the progress of beginning teachers. Opportunities for the creation of coherent, principled progression in the early years of teaching are identified, as are sources of confusion and tension in current policy changes.Keywords
This publication has 4 references indexed in Scilit:
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