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A Companion to Research in Teacher EducationTowards a Principled Approach for School-Based Teacher Educators: Lessons from Research

A Companion to Research in Teacher Education: Towards a Principled Approach for School-Based... [This chapter was inspired by our concern to provide a summary of key insights into teacher education for teachers in school who are increasingly taking responsibility for designing curricula for beginning teachers’ school-based professional learning, as a result of the ‘practicum turn’ in initial teacher education.  Drawing on our own empirical research into the development of beginning teachers’ expertise and on wider literature, it sets out the particular challenges inherent in learning to teach and summarises what we know of beginning teachers as learners to propose a series of research-informed and practice-sensitive principles that could effectively underpin the practice of school-based teacher educators.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Companion to Research in Teacher EducationTowards a Principled Approach for School-Based Teacher Educators: Lessons from Research

Editors: Peters, Michael A.; Cowie, Bronwen; Menter, Ian
Burn, Katharine; Mutton, Trevor; Hagger, Hazel
Springer Journals — May 3, 2017
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Publisher
Springer Singapore
Copyright
© Springer Nature Singapore Pte Ltd. 2017
ISBN
978-981-10-4073-3
Pages
105 –120
DOI
10.1007/978-981-10-4075-7_7
Publisher site
See Chapter on Publisher Site

Abstract

[This chapter was inspired by our concern to provide a summary of key insights into teacher education for teachers in school who are increasingly taking responsibility for designing curricula for beginning teachers’ school-based professional learning, as a result of the ‘practicum turn’ in initial teacher education.  Drawing on our own empirical research into the development of beginning teachers’ expertise and on wider literature, it sets out the particular challenges inherent in learning to teach and summarises what we know of beginning teachers as learners to propose a series of research-informed and practice-sensitive principles that could effectively underpin the practice of school-based teacher educators.]

Published: May 3, 2017

Keywords: Teacher Educator; Pedagogical Content Knowledge; Professional Learning; Initial Teacher Education; Beginning Teacher

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