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Valuing initial teacher education at Master’s level

Research output: Contribution to journalArticle

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Valuing initial teacher education at Master’s level. / Brooks, Clare; Brant, Jacek; Abrahams, Ian Zoller; Yandall, John .

In: Teacher Development, Vol. 16, No. 3, 03.07.2012, p. 285-302.

Research output: Contribution to journalArticle

Harvard

Brooks, C, Brant, J, Abrahams, IZ & Yandall, J 2012, 'Valuing initial teacher education at Master’s level', Teacher Development, vol. 16, no. 3, pp. 285-302. https://doi.org/10.1080/13664530.2012.688674

APA

Brooks, C., Brant, J., Abrahams, I. Z., & Yandall, J. (2012). Valuing initial teacher education at Master’s level. Teacher Development, 16(3), 285-302. https://doi.org/10.1080/13664530.2012.688674

Vancouver

Brooks C, Brant J, Abrahams IZ, Yandall J. Valuing initial teacher education at Master’s level. Teacher Development. 2012 Jul 3;16(3):285-302. https://doi.org/10.1080/13664530.2012.688674

Author

Brooks, Clare ; Brant, Jacek ; Abrahams, Ian Zoller ; Yandall, John . / Valuing initial teacher education at Master’s level. In: Teacher Development. 2012 ; Vol. 16, No. 3. pp. 285-302.

Bibtex - Download

@article{d8744d2670684fffadbfa479d4859571,
title = "Valuing initial teacher education at Master{\textquoteright}s level",
abstract = "The future of Master{\textquoteright}s-level work in initial teacher education (ITE) in Englandseems uncertain. Whilst the coalition government has expressed support forMaster{\textquoteright}s-level work, its recent White Paper focuses on teaching skills as thedominant form of professional development. This training discourse is in tensionwith the view of professional learning advocated by ITE courses that offer Master{\textquoteright}scredits. Following a survey of the changing perceptions of Master{\textquoteright}s-levelstudy during a Post Graduate Certificate in Education course by student teachersin four subject groups, this paper highlights how the process of professionallearning can have the most impact on how they value studying at a higher levelduring their early professional development.",
keywords = "Initial teacher education, Master's, professional development, PGCE, student teachers",
author = "Clare Brooks and Jacek Brant and Abrahams, {Ian Zoller} and John Yandall",
year = "2012",
month = jul,
day = "3",
doi = "10.1080/13664530.2012.688674",
language = "English",
volume = "16",
pages = "285--302",
journal = "Teacher Development",
issn = "1366-4530",
publisher = "Routledge",
number = "3",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Valuing initial teacher education at Master’s level

AU - Brooks, Clare

AU - Brant, Jacek

AU - Abrahams, Ian Zoller

AU - Yandall, John

PY - 2012/7/3

Y1 - 2012/7/3

N2 - The future of Master’s-level work in initial teacher education (ITE) in Englandseems uncertain. Whilst the coalition government has expressed support forMaster’s-level work, its recent White Paper focuses on teaching skills as thedominant form of professional development. This training discourse is in tensionwith the view of professional learning advocated by ITE courses that offer Master’scredits. Following a survey of the changing perceptions of Master’s-levelstudy during a Post Graduate Certificate in Education course by student teachersin four subject groups, this paper highlights how the process of professionallearning can have the most impact on how they value studying at a higher levelduring their early professional development.

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

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

UR - http://www.scopus.com/inward/record.url?scp=84867209908&partnerID=8YFLogxK

U2 - 10.1080/13664530.2012.688674

DO - 10.1080/13664530.2012.688674

M3 - Article

VL - 16

SP - 285

EP - 302

JO - Teacher Development

JF - Teacher Development

SN - 1366-4530

IS - 3

ER -