Understanding school teachers’ perceptions of expertise: Impact on Initial Teacher Education (ITE) Programmes

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

In 2015-16, for the first time, school-centred Initial Teacher Education (ITE) recruited more student teachers than universities did. It seems that schools and teachers are gaining more power to decide the future
of ITE and to shape teachers’ practice. Eliciting teachers’ perceptions of Newly Qualified Teachers’ (NQT) readiness and their own understandings of teaching could raise awareness among schoolcentred programmes and teachers about their teaching positions and potential areas of improvement, and also help universities to reposition themselves as providers and ITE, particularly in school-university partnerships. This study aims to explore teachers’ perceptions of NQTs’ preparedness for two reasons: First, to explore the perceived level of preparedness among colleagues, and second, to gain understanding of teachers’ conceptions of expertise.
Original languageEnglish
Title of host publicationProceedings of the 2016 STORIES Conference
Subtitle of host publicationi2i – Inquiry to Impact
EditorsHenriette L. Arndt, Stefania Gargioni , Anna-Maria Ramezanzadeh, Ashmita Randhawa
PublisherUniversity of Oxford
Pages91-97
Number of pages7
ISBN (Print)9780995534803
Publication statusPublished - 11 Oct 2016
Externally publishedYes
Event2016 (STORIES) Conference: i2i – inquiry to impact - University of Oxford, Oxford, United Kingdom
Duration: 15 Mar 201616 Mar 2016

Conference

Conference2016 (STORIES) Conference
Country/TerritoryUnited Kingdom
CityOxford
Period15/03/1616/03/16

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