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Initial Teacher Education in Schools

Initial Teacher Education in Schools
A Guide for Practitioners

Edited by:

August 2014 | 200 pages | SAGE Publications Ltd
Successfully establishing initial teacher education courses in schools requires a careful understanding of what it means to train someone to teach. This book provides guidance on how teacher training can be effective in school-based settings. Essential practical issues are covered including, recruitment, pastoral care and the organization of academic components of a course. It also covers conceptual topics such as:
  • what makes a good mentor?
  • models of learning suitable for teacher education
  • the role of evidence-based teaching in a practical setting
Examples from existing primary and secondary school-based programmes explore good practice and show how challenges to developing courses can be overcome.
Carey Philpott, Helen Scott and Carrie Mercier
Kathryn Fox and Patrick Smith
Getting selection processes right
Carey Philpott
Models of professional learning and what they mean for those working with teachers
Gail Fuller
Effective professional learning
Helen Scott
What is the difference between mentoring and coaching?
Nigel Appleton
Why is the academic component of ITE important and how do we organize it?
Carrie Mercier
The assessment of student teachers
Simon Asquith
How do you create synergy between different school priorities?
Alison Chapman
Initial teacher education and staff development
Carey Philpott
How can action research be used to enhance school-based ITE?
Robert Heath and Carey Philpott
Pastoral care for student teachers
Carey Philpott, Helen Scott and Carrie Mercier

'With increasing numbers of trainee teachers on school based programs, it is of paramount importance that schools address the needs of the individual holistically. This book outlines an effective blueprint for doing this. Whilst it acknowledges that the answers are many and varied, it is invaluable in signposting the key questions that training providers need to be asking of themselves and the trainees they are working with.'

Benyna Richards
ARK Teacher Training Research and Development Manager

Carey Philpott

Helen Scott

Carrie Mercier

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