Policy Interventions in Teacher Education: Sharing the English Experience

Autor/in	Gilroy, Peter
Titel	Policy Interventions in Teacher Education: Sharing the English Experience
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 40 (2014) 5, S.622-632 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2014.957996
Schlagwörter	Foreign Countries; Teacher Education; Educational Change; Educational Trends; Higher Education; Partnerships in Education; Educational History; Governance; Comparative Analysis; Australia; Canada; China; New Zealand; United Kingdom (England); United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Lehrerausbildung; Lehrerbildung; Bildungsreform; Bildungsentwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulpartnerschaft; History of education; Bildungsgeschichte; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Australien; Kanada; Neuseeland
Abstract	Over the last 40 years, teacher education in England has been the focus of a stream of "reforms" with the ultimate aim of placing provision into schools, the justification for such a radical policy being that higher education is alleged to be failing to provide good quality teachers thereby compromising the social and economic development of the country. The process whereby these reforms have been introduced is described and then used as a way of comparing and contrasting the way in which similar reforms can be identified in the international teacher education communities represented in this special issue of the "Journal of Education for Teaching" (JET). The paper closes by identifying lessons that can be learned from international comparators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10