An Examination of the Language and Interpretations of "Standard One" for Initial Teacher Training in England: "Professional Values and Practice"--Outcomes or Opportunities?

Autor/in	Harrison, Jennifer
Titel	An Examination of the Language and Interpretations of "Standard One" for Initial Teacher Training in England: "Professional Values and Practice"--Outcomes or Opportunities?
Quelle	In: European Journal of Teacher Education, 29 (2006) 4, S.431-454 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
Schlagwörter	Foreign Countries; Tutors; Trainees; Institutional Evaluation; Faculty Development; Interviews; Teacher Education; Models; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Förderlehrer; Lehrender; Tutor; Auszubildender; Weibliche Auszubildende; Interviewing; Interviewtechnik; Lehrerausbildung; Lehrerbildung; Analogiemodell
Abstract	This is an analysis of school tutors' assessments of aspects of "Standard one, professional values and practice" (DfES/TTA 2002) for secondary trainee teachers, together with interview data from a sample of trainee teachers and their school tutors/assessors. The paper examines teachers' interpretations of four sub-categories within this Standard and considers these in terms of three key questions: (1) How is the terminology of the standard being defined and described?; (2) How is the evidence for assessment selected and evaluated?; and (3) What are the interpretative frameworks? While this standard is almost universally welcomed as an important component of teacher education in England, its assessment remains elusive for many teachers and tutors. As a result the standard is highly subject to personal interpretations of professionalism and what this might mean in terms of schools' provision for teacher development in this area. The paper supports the use of a framework of teachers' virtues and personal attributes, professional skills and learning and a set of professional behaviours, which might allow for institutional assessment procedures to take better account of both personal and professional development as well as professional competence. The place of critical reflection on practice is considered as a way of clarifying values and, the paper argues, it should become a central component of this standard. (Contains 2 tables, 5 figures and 2 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10