The master’s element in initial teacher training: what is its value?

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH London Review of Education Pub Date : 2023-02-15 DOI:10.14324/lre.21.1.05
Georgina Merchant, S. Bubb
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Abstract

A theory–practice divide has beset initial teacher training (ITT) for many decades. In England, there are multiple ways to gain qualified teacher status, which can be broadly categorised into school-led or university-led, with underlying arguments about the relative importance of theory and practice, and how far learning to teach should be seen as an apprenticeship. Government policy has moved towards more prescription with its ITT Core Content Framework, a curriculum that suggests that there is a right way to learn to teach. In this climate, it is important to establish what value universities – and, in particular, the master’s element of the Postgraduate Certificate in Education – add to student teachers. Thus, this article asks: What is the contribution of a research-informed master’s module to ITT? The findings of the research indicate that the master’s module offered opportunities to alter preconceptions and beliefs about teaching and learning; the process of essay writing enhanced critical reflection, which inspired more confidence in the classroom; and the potential theory–practice divide can be viewed as offering opportunities for enhancing self-efficacy. These findings suggest that master’s study has an impact on teachers within their ITT period and beyond it, and have implications for learning processes and content for programmes both in England and internationally.
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初级教师培训中的大师元素:它的价值是什么?
几十年来,理论与实践的分歧一直困扰着初级教师培训(ITT)。在英国,获得合格教师身份的方式有很多种,大致可以分为学校主导和大学主导两种,其中有关于理论和实践的相对重要性的潜在争论,以及学习教学应该在多大程度上被视为学徒。随着ITT核心内容框架(ITT Core Content Framework)的推出,政府的政策已转向更有处方性的方向,该课程表明,有一种正确的学习教学方法。在这种环境下,重要的是要确定大学的价值,特别是研究生教育证书中的硕士元素,为学生教师增加了什么价值。因此,本文提出了一个问题:研究型硕士模块对ITT的贡献是什么?研究结果表明,硕士模块提供了改变对教与学的先入之见和信念的机会;论文写作的过程增强了批判性反思,这激发了课堂上更多的信心;潜在的理论与实践的分歧可以被看作是提高自我效能的机会。这些发现表明,硕士学习对教师在ITT期间和之后的学习都有影响,并且对英国和国际课程的学习过程和内容都有影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
London Review of Education
London Review of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.90
自引率
6.70%
发文量
39
审稿时长
48 weeks
期刊介绍: London Review of Education (LRE), an international peer-reviewed journal, aims to promote and disseminate high-quality analyses of important issues in contemporary education. As well as matters of public goals and policies, these issues include those of pedagogy, curriculum, organisation, resources, and institutional effectiveness. LRE wishes to report on these issues at all levels and in all types of education, and in national and transnational contexts. LRE wishes to show linkages between research and educational policy and practice, and to show how educational policy and practice are connected to other areas of social and economic policy.
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