The professional formation of teachers: a case study in reconceptualising initial teacher education through an evolving model of partnership in training and learning

Exploring the Relationship Between Effective and Reflective Practice in Applied Sport Psychology

“…For example, from an educational perspective Scanlan and Chernomas (1997) indicated that people may think they are reflecting but often they are confused between what reflection is and other mental processes (e.g., pondering, scrutinizing, ruminating). This lack of conceptual clarity is supported by Totterdell and Lambert (1999) who question whether practitioners really understand what reflective practice is or whether there is substantial research evidence to deem it effective. Allied with these issues is the actuality that reflective practice has been assimilated into ASP training and development programs (cf.…”

The university role in new teacher learning – why it matters: Teach First trainee perspectives

“…They appear to be seeking a model not dissimilar to the PGCE, but via a salaried route. This aligns in many ways with the centrist position promoted by Totterdell and Lambert (1998). Although established some time ago, this is an apt model, because it aligns with trainees' desire for a balanced approach which goes beyond an instrumental model of learning focusing on professional compliance, to one of professional growth and autonomy, where teachers assume 'responsibility for continuously enriching and extending their craft both conceptually and practically within educational communities that foster the common good' (Totterdell and Lambert, 1998: 356).…”

“…Such a model is said to promote a behaviourist approach to learning based on teaching standards frameworks (Heilbronn, 2011) and to encourage professional compliance (Mayer and Mills, 2020). Conversely, the university tends to align with a constructivist conception of ITE, focusing on developing learner agency, with understanding constructed by the trainee, rather than being passed to them by the teacher educator (Totterdell and Lambert, 1998). While not a clear division, Mayer and Mills (2020) might suggest that Teach First provides training, and the university provides education, highlighting the perceived ITT-ITE dichotomy (BERA-RSA, 2014).…”

“…Perceived philosophical and pedagogical differences have implications for the realisation of Darling-Hammond's (2006) shared beliefs about good teaching, considered as key to effective ITE partnerships. Trainees' perspectives indicate that Teach First focuses primarily on a technical model of training, while the university tends to align to a constructivist conception of ITE, with understanding constructed by the trainee (Totterdell andLambert, 1998). Fenstermacher (in Shulman, 1987: 13) states that 'the goal of teacher education is not to indoctrinate or train teachers to behave in prescribed ways, but to educate teachers to reason soundly'.…”