Re-conceptualizing partnerships across the teacher education continuum

Anne Moran, Lesley Abbott, Linda Clarke

Research output: Contribution to journalArticlepeer-review

18 Citations (Scopus)

Abstract

This research, funded by the Economic and Social Research Council–Teaching and Learning ResearchProgramme (ESRC–TLRP), explored student and beginning teachers’ experiences of teacher education inNorthern Ireland. Within a situation of teacher over-supply, many newly qualified teachers have little orno induction. This paper focuses on the views of key induction providers on the effectiveness of partnershiparrangements. These stakeholders believed that an improved model of partnership was needed,particularly for induction, and a more collegial model could offer a positive reconceptualisation of earlyteaching experience enabling reciprocal professional learning
Original languageEnglish
Pages (from-to)951-958
JournalTeaching and Teacher Education
Volume25
Issue number7
Publication statusPublished - 2009

Bibliographical note

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8 A. Moran et al. / Teaching and Teacher Education xxx (2009) 1–8
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Keywords

  • Partnerships
  • Teacher education
  • Induction
  • Continuity

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