Literaturnachweis - Detailanzeige
| Autor/inn/en | Furlong, John; u.a. |
|---|---|
| Titel | Re-defining partnership: revolution or reform in initial teacher education? |
| Quelle | In: Journal of education for teaching, 22 (1996) 1, S. 39-55Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben 16; Tabellen 3 |
| Sprache | englisch; englische Zusammenfassung |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0260-7476; 0305-8913 |
| Schlagwörter | Schule; Lehrerausbildung; Schulpraktikum; Hochschule; Praxisbezug; Großbritannien |
| Abstract | This paper draws on case study data from the second Modes of Teacher Education project to document the changing relationship between Higher Education Institutions (HEIs) and schools in the provision of initial teacher education. Earlier research suggested that after a decade of government demands to develop more 'practically oriented' courses, most HEIs had devised means to 'integrate' the higher education and school-based aspects of their courses. However, prior to the introduction of revised government circulars ... HEIs retained considerable autonomy in how that integration was achieved. Up to 1992, our evidence suggested that most HEIs had put more effort into reforming the higher education than the school-based parts of their programmes. ... In the development of more practically oriented courses, we suggested that some HEIs had started to lose sight of what their distinctive contribution to initial teacher education actually was. In addition, their strong practical orientation made them extremely vulnerable to new regulations that passed responsibility for practical training to school. In this paper we draw on data from our second round of fieldwork undertaken in 1995 in order to consider how relationships between school and higher education are currently being re-defined. (DIPF/Abstract übernommen) |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 1997_(CD) |
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