Quid Pro Quo? Initial Teacher Education in Secondary Schools
Bibliographic Data
| ID | 11160402 |
|---|---|
| Authors | Val Brooks (University of Warwick, corresponding author), Sue Barker, S P Barker (University of Warwick), Peter Swatton, P J Swatton (University of Warwick) |
| Year | 1997 |
| Volume | 23 |
| Issue | 2 |
| Pages | 163-178 |
| Publication date | 1997-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0141-1926 • E-ISSN: 1469-3518 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1080/0141192970230204 |
| OpenAlex | W2044656670 |
| Language | EN |
| Citations received | 4 |
| References cited | 4 |
The trend towards giving British secondary schools a fuller role in initial teacher education (ITE) has been gathering pace for much of the second half of this century. The impetuses driving this development have been partly professional and partly political. However, a recent political initiative (Circular 9/92, Department for Education, 1992) precipitated the development of school‐based ITE beyond what the professional evidence supported. This paper examines teachers’ perceptions of the costs and benefits to schools of involvement in school‐based ITE, as instituted by Circular 9/92, distinguishing between tangible and intangible costs and benefits. It is based on a survey of schools from throughout England and Wales. Four groups of teachers with different levels of involvement and managerial responsibility were sampled. The paper also explores teachers’ perceptions of the relationship between costs and benefits before offering some concluding speculations on the future of school‐based ITE
Mathematics education · Pedagogy · Political science · Sociology · Status quo · Education Systems and Policy · Psychology
Student Teachers’ Perspectives of Qualities of Good Mentor Teachers
Do trainee teachers harm pupil attainment? Isolating the effect of pre‐service teachers on contemporaneous pupil performance in ‘high‐stakes’ tests
Learning to See in Classrooms
Developing understanding about learning to teach in a university–schools partnership in England
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,17 |
| Citation span | 2003 - 2019 (17) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |