Graham Parton

Idealism

Individualism

Social coherence

Pragmatism

Where does ECM and the Children’s Plan fit using this model?

Adapted from Snoek et al (2003)

What type of Teacher is neededTeachers 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 neededA 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 EducationThe ‘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 EducationA ‘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 1st Year of an MA

Implications for Teacher EducationInterdisciplinary 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 EducationWellbeing

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Draft guidance on the role of schools in promoting pupils' wellbeing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).

ConclusionsA 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.