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Sharon Hardof-Jaffe; Michal Shani – Teacher Education Advancement Network Journal, 2024
The present study explores the specific outlines and implementation characteristics of teacher training programs for teaching as a second career. These programs stand out for being socio-educational, aiming to foster leadership and generate a social value-based change through education. The study is based on a qualitative approach using case study…
Descriptors: Alternative Teacher Certification, Teacher Education Programs, Educational Change, Instructional Leadership
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White, Elizabeth; Mackintosh, Julia; Dickerson, Claire – Teacher Education Advancement Network Journal, 2022
Teachers who mentor student teachers have a range of mentoring, coaching and teaching experience. Appropriate professional development for mentors takes consideration of this experience as well as the age phase, context (for example, main-stream or special education setting) and route that the student teacher is taking into teaching (school-based…
Descriptors: Mentors, Student Teachers, Preservice Teacher Education, Teacher Educators
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Impedovo, Maria Antonietta – Teacher Education Advancement Network Journal, 2021
In this position paper, we explore the potential of social networks for teacher professional development. Networking is a crucial skill in professional careers, supporting the individual's personal and professional learning. Collective teacher interactions online can facilitate collaborative professional development and support collective…
Descriptors: Faculty Development, Communities of Practice, Social Networks, Innovation
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Chaplin, Diana; Munn, Heather – Teacher Education Advancement Network Journal, 2020
This article explores the nature of effective mentoring practices in training Early Years Teachers in a University. A small-scale enquiry was undertaken where mentees and their mentors were asked about their experiences of meeting the standards to gain Early Years Teacher Status (EYTS). The results indicate that the use of grading to identify…
Descriptors: Communities of Practice, Preservice Teacher Education, Mentors, Foreign Countries
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Holme, Richard; Schofield, Susie; Lakin, Elizabeth – Teacher Education Advancement Network Journal, 2020
This paper considers the under researched area relating to defining and conceptualising non-formal teacher professional development. It makes the case for adopting the general term grassroots professional development, specifically when this is self-directed activity led by educators. The article serves the purpose of being a position paper for…
Descriptors: Nonformal Education, Faculty Development, Program Effectiveness, Communities of Practice
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Toyn, Mike – Teacher Education Advancement Network Journal, 2020
This study explores the role that social networking sites play in the learning of post-graduate trainee teachers. It is part of a larger study that explored the role that technologies played in student learning via a Networked Learning framework. It draws upon the content posted to closed groups on social network sites, such as Facebook and…
Descriptors: Graduate Students, Preservice Teachers, Communities of Practice, Internet
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Perry, Emily; Boodt, Sarah – Teacher Education Advancement Network Journal, 2019
Teacher educators are crucial for the quality of the teaching workforce and therefore to the outcomes of learners. However, teachers frequently become teacher educators with little or no professional development to support them in these roles. In this paper we report on a professional development programme which aimed to address this gap in…
Descriptors: Teacher Educators, Teachers, Faculty Development, Foreign Countries
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Murtagh, Lisa; Birchinall, Elizabeth – Teacher Education Advancement Network Journal, 2018
The study underpinning this paper developed from a review of current practice with regard to partnership in a Postgraduate Initial Teacher Education Programme in England. Typical partnership activity between the university and partnership schools centred round the needs of the trainee teacher, however the aim of the study was to re-envisage this…
Descriptors: School Community Relationship, Partnerships in Education, Universities, Teacher Education Programs
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Boyne, Martha; Beadle, Hazel – Teacher Education Advancement Network Journal, 2017
Supporting the teacher to consider the value of using evidence based practice, and the contribution to this of the school-based Journal Club, this paper provides an account of an examination of teacher perceptions within one case study school. The examination, undertaken in partial fulfilment of the requirements of a Masters in Education degree,…
Descriptors: Secondary School Teachers, Teacher Attitudes, Communities of Practice, Clubs
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Woodbury, Jayne – Teacher Education Advancement Network Journal, 2017
In recent years in England there has been a move away from Initial Teacher Training (ITT) taking place predominantly in Higher Education Institutions (HEIs) to becoming schools led. The two main routes undertaken by graduates wishing to teach are the Post Graduate Certificate of Education (PGCE) and Schools Direct (SD). Both routes offer…
Descriptors: Foreign Countries, Preservice Teacher Education, Teacher Certification, Educational Change
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Wright, Victoria; Loughlin, Theresa; Hall, Val – Teacher Education Advancement Network Journal, 2017
The paper shares selected findings from a small scale qualitative research project in to preservice student teachers' perceptions of lesson observation and feedback in relation to their developing identities as teachers. It focused on observation and feedback processes; including action planning as an integral element linked to the post-compulsory…
Descriptors: Observation, Feedback (Response), Professional Identity, Student Teachers
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Duncalf, Debbie; Lloyd, Di; Pratt, Andrea; Horsfall, Peter – Teacher Education Advancement Network Journal, 2017
This paper reports on the first year of an innovative Postgraduate Certificate (PGCert) in Advanced Education Practice, designed to meet the specific staff and development needs of one school in the North West of England. The programme is underpinned by three strands of practice based learning: learning about practice (theory), learning in…
Descriptors: Teacher Attitudes, Transformative Learning, Program Descriptions, Educational Practices
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Clarke, Emma; Visser, John – Teacher Education Advancement Network Journal, 2017
This paper will consider how teaching assistants' (TAs') roles are changing from the historical 'mum's army' (Bach Kessler & Heron, 2006) of paint-pot washers, as some considered it pre-national curriculum, to the developing conception of the TA as a 'paraprofessional'. Contemporary issues arising from the loosely defined current expectations…
Descriptors: Teacher Aides, Elementary School Teachers, Teacher Attitudes, Role Perception
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Tom Hamilton – Teacher Education Advancement Network Journal, 2016
This paper begins by setting out the vision and aims of the General Teaching Council for Scotland. In its efforts to deliver this vision and to meet these aims, GTC Scotland has given extensive consideration to various aspects of teacher professionalism. A discussion of a range of teacher professionalism paradigms follows before an explanation of…
Descriptors: Foreign Countries, Communities of Practice, Lifelong Learning, Professionalism
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Louise Khalid – Teacher Education Advancement Network Journal, 2016
The focus of this paper is on the development of early-years pedagogy for a beginning teacher during her initial training and newly qualified teacher year. A series of interviews was conducted with the beginning teacher and the class teacher and mentor she worked alongside. The findings suggested that a shared pedagogy of early-years practice…
Descriptors: Teaching Methods, Beginning Teachers, Pedagogical Content Knowledge, Teacher Attitudes