Confidence or Confusion: How Well Are Today's Newly Qualified Teachers in England Prepared to Meet the Additional Needs of Children in Schools?

Autor/inn/en	MacBlain, Sean; Purdy, Noel
Titel	Confidence or Confusion: How Well Are Today's Newly Qualified Teachers in England Prepared to Meet the Additional Needs of Children in Schools?
Quelle	In: Teacher Development, 15 (2011) 3, S.381-394 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2011.608519
Schlagwörter	Student Teachers; Disabilities; Foreign Countries; Childhood Needs; Employment Potential; Teacher Education; Educational Needs; Special Education; Special Needs Students; Student Needs; Teacher Effectiveness; Teacher Competencies; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Handicap; Behinderung; Ausland; Childhood; needs; Kindheit; Bedürfnis; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Lehrerausbildung; Lehrerbildung; Educational need; Bildungsbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrkunst
Abstract	Faced with growing numbers of pupils with special needs, as well as those whose first language is not English, head teachers are increasingly faced with the challenge of employing Newly Qualified Teachers who require not only a different type of skills and knowledge base but the necessary personal qualities to effectively respond to the "Every Child Matters" and "Extended Schools" agendas. In more recent years, teaching has come under intense scrutiny, with suggestions being made in some quarters that many teachers entering the profession are ill-prepared and that following expensive appointment processes many are leaving the profession after only a short period of employment. This article explores the perceived confidence levels of student teachers in their final year, prior to entering the profession in regard to meeting the needs of children with a range of complex needs. The research forms part of a three-year project supported by ESCalate. (Contains 2 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10