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ERIC Number: EJ1021688
Record Type: Journal
Publication Date: 2013
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1366-4530
Teacher Education Futures: Compliance, Critique, or Compromise? A UK Perspective
Brindley, Sue
Teacher Development, v17 n3 p393-408 2013
The construct of the "good teacher" has teacher knowledge as a fundamental component; but teacher knowledge is contested. Policy makers offer one version, articulated through such documents as Teachers' Standards. However, it might be argued that this version of teacher knowledge, largely defined by national curriculum and assessment demands, does not constitute the whole of what teacher knowledge might encompass. Using a card sort research approach, this article explores what teachers say about teacher knowledge, and the implications this might have for the future of teacher education. How might the development of "good teachers" be impacted in the light of these findings?
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A