Initial teacher education in England and Wales a topography

Miles, Sheila; Barrett, Elizabeth; Barton, Len; Furlong, John; Galvin, Conor; Whitty, Geoff

doi:10.1080/0267152930080302

Cited by 20 publications

(8 citation statements)

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“…Miles et al (1993) surveyed initial teacher education courses in the UK and found that over 70% of them had some form of 'the re ective practitioner model' represented in the coursework. Moreover, many teacher educators agree that some form of re ection is a desirable practice among teachers.…”

Section: Reflectionmentioning

confidence: 99%

Tailoring Reflection to Individual Needs: A TESOL case study

Farrell

2001

Journal of Education for Teaching

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Re ection in teaching refers generally to teachers learning to subject their own beliefs of teaching and learning to a critical analysis, and taking more responsibility for their actions. In order for re ective teaching to happen, opportunities must be created for teachers to use conscious re ection. This paper reports on the re ections of one non-native speaker, a teacher of English as a foreign language in Korea, during a 16-week period. Speci cally, this paper tells (1) what the teacher talked about in the three modes of re ection: group meetings, individual meetings and what she wrote about in her journal; and (2) what was the level of her re ection in each activity: descriptive or critical. Results indicate that the teacher shows a clear preference for group discussions as her method of re ection over the other two activities: journal writing and classroom observations.

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Section: Reflectionmentioning

confidence: 99%

Tailoring Reflection to Individual Needs: A TESOL case study

Farrell

2001

Journal of Education for Teaching

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“…However, there is one strong feature of much ITT provision predating the competences that is of real interest to examine in the context of the changed arrangements. This is the use of 'reflection on practice' as a central focus, demonstrated by Miles et al (1993) as being in evidence in most of the higher education ITT courses included in their national survey. While there are differing emphases within the various uses of this term (some of which we discuss below), its key feature is student review and evaluation of experience with a view to improvement or development of practice as a result.…”

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confidence: 99%

Relationship between competence‐based education and student reflection on practice: a UK case study of initial teacher training

Burchell

Westmoreland

1999

Int J Training Development

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The past six years have seen a major change in initial teacher training (ITT) in the UK through the introduction of national competences, later developed as standards, which govern the arrangements for teaching and assessing on all programmes leading to the award of qualified teacher status. This article takes as its focus the value to be placed on a competencebased approach to ITT in the context of a programme which gives emphasis also to reflection on practice. The issues are first explored in a general way, and then examined through a case study of one higher education institution ITT programme.Much has been written concerning differing concepts of competence and their implications for assessment, but less has been said on how to use competence frameworks to aid learning and development. In this article we argue that an understanding of this is critically important for those developing and teaching competence-based programmes. Hodkinson (1992) addresses this very point, suggesting an interactive view of competence in which any occupational role is open to multiple definitions, allowing competence statements to be used in a learning situation as a basis for debate concerning the goals towards which the learners are aspiring. We explore this issue by focusing on the value of a competence-based approach to initial teacher training (ITT) in the context of a programme which gives emphasis also to reflection on practice. To begin with the issues are explored in a general way, and then examined through a case study of one higher education institution ITT programme.Ì Helen Burchell is Principal Lecturer in the Department of Education, University of Hertfordshire and Susan Westmoreland is Senior Lecturer in the same Department.

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“…However, much of what they perceive to be the distinguishing and successful features of their training-notably, its emphasis upon work in classrooms alongside teachers -is replicated in all conventional university-based PGCE programmes. Miles et al (1993) point up that, even before the revised CATE criteria were introduced in 1993, as many as sixty-five per cent of one-year university PGCE courses exceeded the Government's requirement of seventy-five days in school by more than five days. Twenty-eight per cent exceeded it by more than fifteen days.…”

Section: A Difference Of Emphasis Rather Than Degree?mentioning

confidence: 96%

School‐centred initial teacher training: a difference of emphasis rather than degree?

Anderson¹

1994

Mentoring & Tutoring: Partnership in Learning

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Initial teacher education in England and Wales a topography

Cited by 20 publications

References 0 publications

Tailoring Reflection to Individual Needs: A TESOL case study

Tailoring Reflection to Individual Needs: A TESOL case study

Relationship between competence‐based education and student reflection on practice: a UK case study of initial teacher training

School‐centred initial teacher training: a difference of emphasis rather than degree?

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