Since September 1999, all Newly Qualified Teachers (NQTs) in England who wish to teach in the maintained sector have to complete an induction period. In the light of the introduction of this statutory policy, this paper critically examines the key role of the school based induction tutor in managing the process. It draws upon an analysis of the government's induction circulars (DfEE/S 1999; and uses empirical data from a large, national DfES-funded project which evaluated the implementation of the policy. We argue that, for the majority of schools the work of the induction tutor within the whole school context, including management by the headteacher, is the major factor in the success of the policy. Further, we argue that there remain some tensions in the policy between the professional development and the assessment agenda.This paper addresses an aspect of school management of induction, namely the role of the induction tutor. The induction tutor's role was one area of investigation in a wider, national research project carried out at the Institute of Education between October 2000 and December 2001. There were four overarching aims of the project. These were to assess:1. The effectiveness of mechanisms for carrying out the induction of NQTs, including the cost effectiveness of its various different components. The effectiveness of dissemination of information by DfES, TTA and AppropriateBodies about the statutory arrangements. 3. The impact on the effectiveness of NQTs as a result of undergoing the induction year. 4. The impact on recruitment and retention of NQTs.The four research aims were broken down into 40 research objectives. Case studies comprising semi-structured interviews, fieldnotes and school-produced documents and questionnaire surveys were carried out. An NQT, an induction tutor and the headteacher in 24 state-maintained primary and secondary schools were interviewed twice -near the beginning and end of an induction period -to gain some insight into changes in practice and perspective over time. Appropriate Bodies in which the school case studies were to be located were initially selected by geographical diversity, i.e. urban/rural and by region. Telephone interviews with representatives from 18 Appropriate Bodies, (17 LEAs and the Independent Schools Council Teacher Induction Panel -ISCTIP) were conducted. The LEAs were chosen to represent a wide range of size and type of local authorities nationally, avoiding those undergoing inspection. Nine were then identified for the case studies, of which one subsequently dropped out. The eight Appropriate Bodies were asked to identify one school which they deemed to offer 'best practice' in induction provision. The researchers selected a further two case study schools, ensuring that at least one primary and one secondary school were seen within each Appropriate Body, and that the sample contained a range of characteristics overall, e.g. small, foundation, single sex etc. This data was complimented by a survey of 568 NQTs from the 1999-2000 and 2000-200...
Despite a broad consensus on the ethical dimensions of the teaching profession, and long-standing efforts to align teacher education with wider trends in professional education, little is known about how teacher candidates are being prepared to face the ethical challenges of contemporary teaching. This article presents the results of an international survey on ethics content and curriculum in initial teacher education (ITE). Involving five Organisation for Economic Co-Operation and Development (OECD) countries—the United States, England, Canada, Australia, and the Netherlands—the study’s findings shed light on teacher educators’ perspectives on the contribution of ethics content to the education of future teachers and provide a snapshot of how well existing programs line up with their aspirations. The results showed that 24% of the ITE programs surveyed contain at least one mandatory stand-alone ethics course. The meaning of the results vis-à-vis opportunities for expanding ethics education in preservice teaching programs is also discussed.
Can Dewey's Moral Principles in Education throw light on a contemporary policy issue in education, namely the privatisation of education through the establishment of academy schools in England? The article first considers what the policy entails, in terms of its conception of education as a market commodity. The next section suggests an alternative conception, drawing particularly on Deweyan claims for the fundamentally normative and relational nature of teaching, through his definition of democracy as ‘a form of associated living’ and the school as a place for such association. The third section relates the two conceptions of education and in their light considers tensions and conflicts in the academisation policy concerning inclusion, equity and social cohesion. The article concludes that the establishment of academy schools compromises these values and constitutes a danger to the commons, that is, to socially consensual and equitable ways of being together.
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