Initial teacher education in the university ‘My little ship, how ill-laden you are’

Franchi, L. (2016) Initial teacher education in the university ‘My little ship, how ill-laden you are’. European Journal of Teacher Education, 39(2), pp. 147-158. (doi: 10.1080/02619768.2015.1116514)

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Initial teacher education programmes in universities must meet the needs of varying constituencies. Politicians, school leaders and academics, for example, understandably seek to influence how these programmes should look. Given the importance of well-qualified teachers for the building of effective schools, it is right that a range of stakeholders should have their say. The Donaldson Report on teacher education in Scotland (2011) has much to say regarding the academic content of teacher education programmes. It offers food for thought for those wedded to the ‘craft’ model of teacher education. Academic rigour and breadth of experience cannot be seen as inimical to the need to ensure that newly qualified teachers are, indeed, ready to teach. The rediscovery of liberal approaches to education studies and the value of the liberal arts can be key components of a reimagined teacher education process.

Item Type:Articles
Glasgow Author(s) Enlighten ID:Franchi, Dr Leonardo
Authors: Franchi, L.
College/School:College of Social Sciences > School of Education > Creativity Culture and Faith
College of Social Sciences > School of Education > Pedagogy, Praxis & Faith
Journal Name:European Journal of Teacher Education
Publisher:Taylor & Francis
ISSN (Online):1469-5928
Copyright Holders:Copyright © 2016 Association for Teach Education in Europea
First Published:First published in European Journal of Teacher Education 39(2): 147-158
Publisher Policy:Reproduced in accordance with the publisher copyright policy

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