Reforming UK Initial Teacher Training: Roles and Frames for Analyzing Teaching

Examines new roles for student-teacher supporters (cooperating teachers, mentor teachers, and university supervisors) and new frameworks for analyzing student teaching (selected teacher competencies) in the University of Exeter's school-based teacher training program following changes in Britis...

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Bibliographic Details
Published inAlberta journal of educational research Vol. 43; no. 4; p. 258
Main Author Smith, Douglas James
Format Journal Article
LanguageEnglish
Published 01.12.1997
Subjects
College School Cooperation
Cooperating Teachers
Educational Change
Foreign Countries
Higher Education
Mentors
Preservice Teacher Education
Reflective Teaching
Student Teacher Supervisors
Student Teaching
Teacher Competencies
Teacher Role
United Kingdom
University of Exeter (England)
United Kingdom
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Summary:Examines new roles for student-teacher supporters (cooperating teachers, mentor teachers, and university supervisors) and new frameworks for analyzing student teaching (selected teacher competencies) in the University of Exeter's school-based teacher training program following changes in British government policy on preservice teacher education. (SV)
ISSN:0002-4805