Initial Teacher Education
Policies and Progress
Bibliographic Data
| ID | 8408042 |
|---|---|
| Authors | V Alan McClelland, N J Graves, Nikki Graves |
| Year | 1992 |
| Volume | 40 |
| Issue | 3 |
| Pages | 302 |
| Publication date | 1992-08-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0007-1005 • E-ISSN: 1467-8527 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/3120904 |
| OpenAlex | W1972115029 |
| Language | EN |
| Citations received | 5 |
Background information and a justification for well-planned stages of professional education and training, as well as a comparison of the present system in Britain with those in other countries. Arguments for alternative structures are considered along with recent government initiatives
Mathematics education · Pedagogy · Political science · Sociology · Teacher education · Education Systems and Policy · Psychology · Public Administration
The state regulation of United Kingdom teacher education in the nineteenth century
Not footprints behind but footsteps forward’
Conflicting models of teacher training in multi‐ethnic classrooms
Teacher Education and Teacher Professionalism in England
Expert and Novice in the Pupil‐Teacher System of the later Nineteenth Century
| Citations per year | 0.16 |
|---|---|
| Citation span | 1994 - 2004 (11) |
| Highly cited | No |