Teachers' experiences of initial teacher preparation, induction and early professional development in England-does route matter?

The last 10-15 years in England have witnessed a number of government-driven changes to initial teacher preparation (ITP) and the early professional development of teachers. Hobson, et al discuss the Becoming a teacher project which explores teachers' experiences of ITP, induction, and early pr...

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Bibliographic Details
Published inJournal of education for teaching : JET Vol. 31; no. 2; pp. 133 - 135
Main Authors Hobson, Andrew J., Malderez, Angi, Tracey, Louise, Kerr, Kirstin
Format Journal Article
LanguageEnglish
Published Abingdon Taylor & Francis Group 01.05.2005
Taylor & Francis Ltd
Subjects
Education policy
Education reform
Induction
Logic
Professional development
Teacher education
Teachers
United Kingdom > UK
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Summary:The last 10-15 years in England have witnessed a number of government-driven changes to initial teacher preparation (ITP) and the early professional development of teachers. Hobson, et al discuss the Becoming a teacher project which explores teachers' experiences of ITP, induction, and early professional development and how these experiences vary according to provider type and ITP route-program.
ISSN:0260-7476
1360-0540
DOI:10.1080/02607470500127293