Primary Teacher Education: High Status? High Standards?

Book Cover......Page 1
Half-Title......Page 2
Dedication......Page 3
Title......Page 4
Copyright......Page 5
Contents......Page 6
Introduction: Primary Teacher Education: New Directions, New Issues, New Problems, New Opportunities......Page 10
Part 1 The Changing Context of Primary Teacher Education......Page 12
Long-standing Liaisons......Page 13
Accredited Relationships......Page 14
Leading Partners......Page 15
‘Mutual Trust and Willing Cooperation’......Page 16
The Teacher Training Agency and Circular 10/97......Page 17
Theory and Practice......Page 18
Roles and Responsibilities......Page 19
Mentors at the Centre of Partnership......Page 20
Sustaining Partnerships......Page 21
References......Page 22
2 The Teacher Training Agency, Higher Education and the Professionalism of Initial Teacher Educators......Page 24
The Struggle for Status......Page 25
The Teacher Training Agency......Page 27
Funding Teacher Education and Quality......Page 28
The National Curriculum for Teacher Education and Training (Circular 10/97)......Page 30
Conclusion......Page 32
References......Page 34
Wonderland?......Page 36
Rhetoric......Page 37
Unsatisfactory Standards......Page 38
Unfavourable International Comparisons......Page 39
Unexamined Language......Page 41
Best Practice?......Page 42
Hard Times?......Page 43
References......Page 44
Part 2  A New National Curriculum for Primary Initial Teacher Education......Page 46
Provision in Context......Page 47
Standards in Context......Page 49
Curriculum Balance: Its Implications......Page 50
Patterns of Teacher Education Courses......Page 51
The Issue of Standards Overload and Prescription......Page 53
Standards and Competences......Page 54
Conclusion......Page 55
References......Page 56
Introduction......Page 57
The National Curriculum for Primary Initial Teacher Training: An Overview......Page 58
Background......Page 60
Coverage......Page 61
Progression......Page 63
Subject Knowledge Requirements......Page 65
Areas of Trainees’ Knowledge to be Audited......Page 66
Background......Page 67
Coverage and Level of Detail......Page 68
Subject Knowledge......Page 71
Mentoring and Supervision in Schools......Page 74
A Necessary Ongoing Debate......Page 75
References......Page 76
6 Primary ITE English National Curriculum: Model Standards or Standard Model?......Page 78
Defining Standards......Page 79
Knowledge and Understanding of English......Page 81
Auditing Subject Knowledge and Understanding......Page 83
Appendix 1......Page 86
Appendix 2......Page 87
Appendix 3......Page 88
7 Mathematics—By Design With Confidence......Page 89
Mental Mathematics......Page 90
Assessment and Record Keeping......Page 91
The Search for a Reliable Standard......Page 92
Standards by Content......Page 93
Procedural Concerns......Page 94
Student Teachers......Page 95
Subtraction Algorithms......Page 96
The Decomposition Algorithm......Page 97
Implications for Teacher Education Courses......Page 99
References......Page 100
8 Beyond the Core: Raising Standards Across the Curriculum......Page 102
Current Assumptions......Page 103
Level 7 Requirements......Page 104
Enquiring Trainees......Page 106
Social, Moral, Spiritual and Cultural Elements of the Curriculum......Page 107
Links Between Core and Foundation Subjects......Page 108
References......Page 110
9 IT: Meeting The New Requirements......Page 111
Subject Knowledge......Page 112
Students’ Experiences in School......Page 114
An Issue for HEIs: Discrete Versus Cross-curricular Models of Delivery of IT......Page 116
Looking to the Future......Page 117
References......Page 118
10 Teacher Education and PSMSC— Implications of the New Requirements......Page 119
Definition......Page 120
Historical Perspective......Page 121
A Clearer View......Page 122
Designing the Curriculum......Page 123
AT1 in Mathematics and Science......Page 124
Collective Worship......Page 126
Conclusions......Page 127
References......Page 128
Part 3 Pedagogy in Initial Teacher Education......Page 130
The Notion of Technical Skill......Page 131
The Complexity of Classroom Processes......Page 132
Learning to Teach in Complex Classroom Environments......Page 134
A Model of Initial Teacher Education......Page 137
References......Page 139
Introduction......Page 141
Research......Page 142
Models......Page 144
Interactions......Page 146
References......Page 149
How Does Drama Illuminate the Teaching Standards?......Page 150
Drama for Understanding......Page 151
Play and Learning......Page 152
Fiction and Learning......Page 154
Teacher Intervention......Page 155
Action and Reflection......Page 157
Drama and Control......Page 158
Planning and Assessing......Page 159
References......Page 162
14 The Trouble With English: The Challenge of Developing Subject Knowledge in School......Page 164
Focusing on Teacher Interventions......Page 166
The Use of a Literacy Log......Page 174
Conclusion......Page 176
References......Page 177
Part 4 Emerging Issues in Mentoring......Page 178
The Need for Effective Development and Funding for Mentors......Page 179
Partnership Between Mentors and Trainees......Page 180
Whole School Development Through Mentoring......Page 181
Cluster Group Development Through Mentoring......Page 182
Reservations......Page 183
Acknowledgments......Page 185
Introduction: The Rise and Rise of Mentoring......Page 186
So What Exactly is Mentoring?......Page 187
Active Mentoring......Page 189
References......Page 193
The Historical Context......Page 195
Grading the Competences 1996–97......Page 197
Issues......Page 201
Grading the Standards 1997–98......Page 202
Conclusion......Page 203
References......Page 204
Part 5  Beyond Initial Teacher Education......Page 205
Induction Provision 1988–1997......Page 206
The Development of a Manageable System at National Level for the Linkage of Initial Teacher Education and Induction......Page 209
Target Setting......Page 212
Ownership of Professional Development......Page 213
References......Page 214
Who is Accountable for the Lifelong Learning of Teachers?......Page 216
Assumptions About Teachers’ Professional Development......Page 217
What is Professional Development and Whose Responsibility Is It?......Page 218
What Malaise?......Page 219
What Does the National Framework of Professional Standards Contribute to the Quality of Professional Development?......Page 221
Why the Future must not look like the Past......Page 223
A Coherent Resource Management System......Page 224
The Need for an Infrastructure......Page 226
The Need for Understanding Organizations and Systems......Page 227
The Need for Constant Updating......Page 228
References......Page 229
Part 6  Primary Education and Primary Teacher Education......Page 231
Partnership in Initial Teacher Education......Page 232
A Framework for Conversational Collaboration......Page 233
Conversation, Collaboration and Research-based Practice......Page 237
References......Page 239
Notes on Contributors......Page 241
Author Index......Page 243
Subject Index......Page 246