Alternative Routes into the Teaching Profession

Autor/inn/en	Sorensen, Pete; Young, Jon; Mandzuk, David
Titel	Alternative Routes into the Teaching Profession
Quelle	In: Interchange: A Quarterly Review of Education, 36 (2005) 4, S.371-403 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-4805
DOI	10.1007/s10780-005-8165-3
Schlagwörter	Foreign Countries; Teacher Education Programs; Preservice Teacher Education; Models; Educational Innovation; Public Education; Alternative Teacher Certification; Nontraditional Education; Canada; United Kingdom (England); United Kingdom (Nottingham) + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Analogiemodell; Instructional innovation; Bildungsinnovation; Öffentliche Erziehung; Non-traditional education; Alternative Erziehung; Kanada
Abstract	This article examines the ways in which the development of alternative initial teacher education programs in England and Canada over the last two decades serve to challenge some of the taken-for-granted assumptions underlying established models of initial teacher education in both jurisdictions, and also to broaden the pool of people who have access to the profession. The article offers a brief, initial account of the development of a standard model of initial teacher education in both countries that is characterized as being: university governed and university based; primarily full-time; incorporating a standard curriculum, with admission requirements that generally reflect the traditional academic expectations of the university; and which is funded jointly by the student and the state. Against this standard model the article examines the development of alternative or flexible models in both Canada and England. Three programs are described in some detail--The Brandon University Northern Teacher Education Program, The University of Manitoba's Weekend College Teacher Education Program, and The University of Nottingham's Flexible, Modularized Post-Graduate Certificate in Education Program--and each is examined in terms of the ways in which it challenges the assumptions embedded in traditional teacher education programs. At a time when attracting talented and committed teachers constitutes an important issue facing public education systems in both countries, the ability to construct high quality initial teacher education programs that can provide access to the profession to as wide a cross-section of the population as possible will be an important contribution to meeting this challenge. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10