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Valuing initial teacher education at Master’s level

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Publication details

JournalTeacher Development
DatePublished - 3 Jul 2012
Issue number3
Volume16
Number of pages17
Pages (from-to)285-302
Original languageEnglish

Abstract

The future of Master’s-level work in initial teacher education (ITE) in England
seems uncertain. Whilst the coalition government has expressed support for
Master’s-level work, its recent White Paper focuses on teaching skills as the
dominant form of professional development. This training discourse is in tension
with the view of professional learning advocated by ITE courses that offer Master’s
credits. Following a survey of the changing perceptions of Master’s-level
study during a Post Graduate Certificate in Education course by student teachers
in four subject groups, this paper highlights how the process of professional
learning can have the most impact on how they value studying at a higher level
during their early professional development.

    Research areas

  • Initial teacher education, Master's, professional development, PGCE, student teachers

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