Childrens Plan And Teacher Education
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Childrens Plan And Teacher Education






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  • Within this presentation I would like to offer an argument that adopts a critical stance to the children’s plan but also offers a vehicle to make a real difference to teacher education and the changing competencies teachers will need in the future.

Childrens Plan And Teacher Education Childrens Plan And Teacher Education Presentation Transcript

  • Graham Parton
  • Where does ECM and the Children’s Plan fit using this model? Adapted from Snoek et al (2003) Idealism Individualism Social coherence Pragmatism
  • What type of Teacher is needed
    • Teachers are required to operate in ever-changing situations (Van Mahen, 1994).
    • Critique of apprenticeship models of Teacher Education (Lawlor, 1990)
    • De-professionalising teacher education- challenging and restricting teacher autonomy and agency (Furlong, 2000).
  • What type of Teacher is needed
    • A teacher that can:
    • Think critically
    • Collaborate as a team
    • Reflect and adapt to change
    • Have the ability to make judgements on effective practice, through expert knowledge, theory and values
    • Encourage creativity
  • Recommendations.
    • Expansion of graduate routes supplying urban schools
    • Reviews of strategies on bullying, play, child health, alcohol and drugs, sex education, young offenders, child mental health and parents' complaints procedures
    • Ten new targets for 2020 to improve pupils' educational attainment, health and happiness
    • Review of primary curriculum: enhance reading and maths and to review testing in schools, greater flexibility (Alexander, 2008)
  • Implications for Teacher Education
    • The ‘Basics’
      • Doesn’t contain science, do we marginalise?
      • Enhanced Literacy and Numeracy to allow for preparation in KS3 and 4
      • All children to study a second language, all teachers to teach Primary Languages by 2010.
      • Personalised learning
  • Implications for Teacher Education
    • A ‘Masters Profession’
      • Teacher education must maintain a theoretical spine and programmes should tackle issues of theory and its application in the classroom
      • Inquiry-based vs applied science model of teacher education
      • Develop critical thinking, allow for disjunction and challenge
      • Ability to make purposeful and informed decisions
      • PGCE giving masters credits, developing PGCE to become 1 st Year of an MA
  • Implications for Teacher Education
    • Interdisciplinary working:
      • Following from ECM, teacher as ‘lead professional’
      • Schools as Moral gatekeepers
      • much more emphasis is needed on developing learning opportunities for teaching students to work within teams, collaborations with other schools and faculties within the university such as social work, health, police.
  • Implications for Teacher Education
    • Wellbeing
        • proposals that would see schools given "duty to cooperate" status
        • revamped Children's Trusts
        • Draft guidance on the role of schools in promoting pupils' wellbeing
        • Schools are prepared to play a part in promoting wellbeing but should not be made accountable (Dr John Dunford).
  • Conclusions
    • A number of contradictions
    • Large implications to the way teachers are prepared for a changing landscape of schooling
    • Hold on to values and competencies that make teaching an academic pursuit, not training.