Full Description
This text explores the issue of what role, if any, higher education should play in intial teacher training. The authors argue for the continued involvement of higher education in teacher training and cover such areas as the 1994 Education Act, the role of universities and the schools consortia.
Contents
Introduction, John Furlong, Richard Smith; Part 1 The Changing Context of Higher Education's Contribution to Initial Teacher Education; Chapter 1 Just Desert, Richard Pring; Chapter 2 Modest Proposals? Teacher Education and the Education Act 1994, Patricia Ambrose; Chapter 3 Higher Education and Teacher Training: A Century of Progress and Promise, Philip Gardner; Chapter 4 Initial Teacher Education and the Reconstruction of the University, David Bridges; Chapter 5 The Role of University Departments of Education in Improving Educational Standards, Michael Barber; Part 2 The Complexities of Initial Teacher Education; Chapter 6 The Changing Balance in Initial Teacher Education: A School Perspective, Peter Downes; Chapter 7 English, Higher Education and Ethics, Carole Cox; Chapter 8 The Limits of Mentoring: The Contribution of the Higher Education Tutor to Primary Student Teachers' School-Based Learning, Trisha Maynard; Chapter 9 The Subject-Method Seminar and the Role of the Teacher Educator, Peter D. John; Part 3 Principles Guiding the Future of Higher Education in Initial Teacher Training; Chapter 10 Reasserting Professionalism: A Polemic, Margaret Wilkin; Chapter 11 Do Student Teachers Need Higher Education?, John Furlong; Chapter 12 The Demands of a Professional Practice and Preparation for Teaching, Paul H Hirst; Chapter 13 The University, the Academic Tradition, and Education, David McNamara; Chapter 14 Something For the Grown-Ups, Richard Smith;
