Work-based Learning in Teacher Education: A Scottish Perspective

Conroy, James C.; Donaldson, Graham; Menter, Ian

doi:10.1007/978-94-007-7826-9_12

Cited by 3 publications

(1 citation statement)

References 5 publications

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“…On school experience placements, student teachers will benefit from three school experiences; the first being School Experience 1 (Specialism and Core); the second being School Experience 2 (Enrichment); and the third being (Specialism and Core). Key features of supporting student teachers on placement, as informed and adapted from the Glasgow Partnership Model (Conroy, Donaldson and Menter, 2014;Conroy et al, 2013;McLean Davies et al 2015), will include the following 'Partnership Stakeholder Reflective Model' as a requirement of each Partnership School Cluster hub. This ensures consistency in the quality and equity of support given to student teachers as well as to partner school mentors and staff across all school cluster hubs within the region of the ITE Partnership Group.…”

Section: Shared and Reflective Pedagogymentioning

confidence: 99%

Addysgu y Tu Hwnt i'r Ffiniau: Fframwaith Cysyniadol ac Athroniaeth Ddysgu'r Rhaglen Addysg Gychwynnol i Athrawon Arloesol yng Nghymru

Thomas¹,

Rees²,

Evans³

et al. 2020

WJE

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Mae'r papur hwn yn amlinellu datblygiad un rhaglen AGA integredig sy'n arwain at ddau lwybr SAC: Tystysgrif Addysg i Raddedigion Cynradd gyda Chyfoethogi Uwchradd; a Thystysgrif Addysg i Raddedigion Uwchradd gyda Chyfoethogi Cynradd. Mae rhaglen AGA integredig Dysgu Aber+ yn galluogi athrawon i 'addysgu y tu hwnt i'r ffiniau ar gyfer profiad cyfannol'. Mae'r papur yn adolygu fframwaith cysyniadol y rhaglen a'i hathroniaeth ddysgu ac wrth wneud hynny mae'n ystyried yr egwyddorion craidd a ddylanwadodd ar gynllun y rhaglen, fel a ganlyn: Partneriaeth Gynhwysol; Addysgeg Effeithiol; Addysgeg Integredig; Addysgeg Arbenigol ac wedi'i Chyfoethogi; Addysgeg a Rennir ac Adfyfyriol; Diwylliant Ymchwil Gwirioneddol Gydweithredol, Atebolrwydd Democrataidd ac wyth egwyddor yr Athroniaeth Ddysgu. Mae'r papur yn mynd ymlaen i esbonio sut mae'r rhaglen integredig yn cael ei chyflwyno drwy gyfrwng dull hwb clwstwr ar draws 5 rhanbarth hwb yng Nghanolbarth Cymru. Wrth wneud hyn, mae'n amlinellu rôl staff y Brifysgol a Phrif fentoriaid a mentoriaid Ysgolion Partner yn ogystal ag isafswm y gofynion ar gyfer athrawon dan hyfforddiant tra'u bod ar brofiad yn yr ysgol. Mae ystyriaeth hefyd yn cael ei rhoi i ddarpariaeth a chefnogaeth cyfrwng Cymraeg yn ogystal â rôl ganolog ymchwil o fewn y Bartneriaeth AGA gyfan. Mae'r papur yn cloi drwy ystyried beth sy'n arloesol am y rhaglen a'r manteision sy'n dod i'r athrawon dan hyfforddiant wrth ddilyn y rhaglen.

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Section: Shared and Reflective Pedagogymentioning

confidence: 99%

Addysgu y Tu Hwnt i'r Ffiniau: Fframwaith Cysyniadol ac Athroniaeth Ddysgu'r Rhaglen Addysg Gychwynnol i Athrawon Arloesol yng Nghymru

Thomas¹,

Rees²,

Evans³

et al. 2020

WJE

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Teach Beyond Boundaries: The Conceptual Framework and Learning Philosophy of an Innovative Initial Teacher Education Programme in Wales

Thomas¹,

Rees²,

Evans³

et al. 2020

wales j educ

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This paper outlines the development of one integrated ITE programme that leads to two QTS pathways: Primary Post-Graduate Certificate in Education with Secondary Enrichment; and Secondary Post-Graduate Certificate in Education with Primary Enrichment. The integrated ITE programme AberTeach + enables student teachers to 'Teach beyond boundaries for an all-through experience'. This paper reviews the programme's conceptual framework and learning philosophy and in so doing, considers the core principles that influenced the design of the programme, as follows: Inclusive Partnership; Effective Pedagogy; Integrated Pedagogy; Specialised and Enriched Pedagogy; Shared and Reflective Pedagogy; Truly Collaborative Research Culture, Democratic Accountability and the eight principles of the Learning Philosophy. The paper proceeds to explain how the integrated programme is delivered via a cluster hub approach across 5 hub regions in Mid-Wales. In doing so, it outlines the role of the University staff and Lead and Partner school mentors as well as the minimum expectations for student teachers whilst on school experience. Consideration is also given to Welsh-medium provision and support as well as the centrality of research within the ITE Partnership as a whole. The paper closes by considering what is innovative about the programme and the benefits that student teachers gain from undertaking the programme.

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