Troops to Teaching: Lessons from English Teaching Assistants' Experiences of Foundation Degree Study

Autor/in	Smith, Paul H.
Titel	Troops to Teaching: Lessons from English Teaching Assistants' Experiences of Foundation Degree Study
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 38 (2012) 5, S.525-537 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
Schlagwörter	Foreign Countries; Teaching Assistants; Educational Experience; Alternative Teacher Certification; Introductory Courses; Teacher Education Curriculum; Teacher Education Programs; Lifelong Learning; Interviews; Ethnography; Program Descriptions; Program Development; Student Teacher Attitudes; United Kingdom; United Kingdom (England); United States + Suchen Sie Ihr Suchwort? Ausland; Bildungserfahrung; Einführungskurs; Life-long learning; Lebenslanges Lernen; Interviewing; Interviewtechnik; Ethnografie; Programmplanung; Großbritannien; USA
Abstract	This article explores the suggestion that the UK should follow the lead of the United States and establish "Troops to Teaching" programmes. In particular, it examines the worth of the suggestion that non-graduate qualifications similar to those that have been designed for teaching assistants might be usefully employed to achieve this. In England, foundation degree study has typically been the route followed by teaching assistants who have decided that they would like to become qualified teachers. The value of adopting such an approach, in relation to the UK coalition government's desire to establish a viable "Troops to Teaching" programme, is specifically explored. Research which has investigated English school-based teaching assistants' experiences of participating in foundation degree study is drawn upon to interrogate this theme. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10