What has the Coalition Government done for the development of initial teacher education?

The past five years have seen significant changes to the structures and content of routes to Qualified Teacher Status (QTS) in this country, and to the balance of contributions to these routes between schools and higher education (HE). Such developments do not always address emerging knowledge abou...

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Main Author:	Jennie Golding
Format:	Article
Language:	English
Published:	UCL Press 2015-08-01
Series:	London Review of Education
Online Access:	https://www.scienceopen.com/document?vid=6f230ef1-5cfc-4b1e-960b-0e878fb9c9ad

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spelling	doaj-3493dd35e5bf4930b80bdb5718626f852020-12-16T09:44:19ZengUCL PressLondon Review of Education1474-84792015-08-0110.18546/LRE.13.2.10What has the Coalition Government done for the development of initial teacher education?Jennie GoldingThe past five years have seen significant changes to the structures and content of routes to Qualified Teacher Status (QTS) in this country, and to the balance of contributions to these routes between schools and higher education (HE). Such developments do not always address emerging knowledge about the needs of beginner teachers; further, changes have implications for teacher further professional development as well as for the health of education research in this country. However, changes have catalysed overdue evaluation of more established routes and a priori thinking about how such needs could best be met. The Carter Review (DfE, 2014b) offers some useful ways forward that should be complemented by rigorous evaluation of the range of outcomes of initial teacher education over short, medium, and long terms, making full use of the evidence base.https://www.scienceopen.com/document?vid=6f230ef1-5cfc-4b1e-960b-0e878fb9c9ad
collection	DOAJ
language	English
format	Article
sources	DOAJ
author	Jennie Golding
spellingShingle	Jennie Golding What has the Coalition Government done for the development of initial teacher education? London Review of Education
author_facet	Jennie Golding
author_sort	Jennie Golding
title	What has the Coalition Government done for the development of initial teacher education?
title_short	What has the Coalition Government done for the development of initial teacher education?
title_full	What has the Coalition Government done for the development of initial teacher education?
title_fullStr	What has the Coalition Government done for the development of initial teacher education?
title_full_unstemmed	What has the Coalition Government done for the development of initial teacher education?
title_sort	what has the coalition government done for the development of initial teacher education?
publisher	UCL Press
series	London Review of Education
issn	1474-8479
publishDate	2015-08-01
description	The past five years have seen significant changes to the structures and content of routes to Qualified Teacher Status (QTS) in this country, and to the balance of contributions to these routes between schools and higher education (HE). Such developments do not always address emerging knowledge about the needs of beginner teachers; further, changes have implications for teacher further professional development as well as for the health of education research in this country. However, changes have catalysed overdue evaluation of more established routes and a priori thinking about how such needs could best be met. The Carter Review (DfE, 2014b) offers some useful ways forward that should be complemented by rigorous evaluation of the range of outcomes of initial teacher education over short, medium, and long terms, making full use of the evidence base.
url	https://www.scienceopen.com/document?vid=6f230ef1-5cfc-4b1e-960b-0e878fb9c9ad
work_keys_str_mv	AT jenniegolding whathasthecoalitiongovernmentdoneforthedevelopmentofinitialteachereducation
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What has the Coalition Government done for the development of initial teacher education?

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