Secondary teachers' perceptions of the effectiveness of their pre-service education and strategies to improve pre-service education for teachers: A school based training route in England

EVANS, A., HOLLAND, M. R., HAWKSLEY, F. and DAWSON, D. (2009). Secondary teachers' perceptions of the effectiveness of their pre-service education and strategies to improve pre-service education for teachers: A school based training route in England. In: ATEE Conference 2009, Universitat de les Illes Balears, Mallorca, August 29th to September 2nd 2009. 1-34.

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    Abstract

    This study aims to provide a deeper understanding of the impact of an EBITT course on teachers' early professional development, identify strengths of the course and also the ways in which the training could be improved. Data collected was recorded during individual face- to- face interviews using a structured interview schedule. In devising our approach we utilised the model suggested by Sharon Feiman-Nemser in her article How do Teachers Learn to Teach? in Cochran - Smith et. al. (2008) Handbook of Research on Teacher Education The data was analysed to explore (after 2-4 years reflection): • which elements of initial training were valuable and less valuable • what they have learned since the course • which aspects of the course the teachers feel should be improved It was cross referenced against findings from national surveys of teachers in their post qualifying year of teaching (induction year) and early years of teaching conducted by the TDA. These findings were presented as part of a common wider international study on the same theme in four countries (UK, Spain, Australia, and Ireland).

    Item Type: Conference or Workshop Item (Paper)
    Research Institute, Centre or Group: Centre for Education and Inclusion Research
    Depositing User: Ian Chesters
    Date Deposited: 27 Jul 2010 08:54
    Last Modified: 21 Dec 2010 11:37
    URI: http://shura.shu.ac.uk/id/eprint/2249

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