ERIC Number: EJ866483
Record Type: Journal
Publication Date: 2009-Dec
Abstractor: As Provided
Reference Count: 5
The Power of Continuity in Graduate Teacher Education Master's Programmes
Molseed, Timothy R.
Educational Studies, v35 n5 p575-578 Dec 2009
The intentional development of continuity as it applies to programme structure, themes and outcomes is examined for their power in providing a coherent circular connection between the philosophy, operation, assessment and outcomes of a graduate teacher education programme. It is argued that the intentional development of programme continuity will address the emergence of standards as evaluative criteria and in meeting the characteristics of a constructivist learning model. The results of the specific designs of continuity provide for a meaningful learning and a true professional growth experience for the graduate student as well as a coherent programme delivery model.
Descriptors: Constructivism (Learning), Graduate Students, Teacher Education, Higher Education, Masters Programs, Developmental Continuity, Evaluation, Models, Graduate Study, Teacher Education Programs
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A