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• W2184511740 abstract "Based on research arising from re-configuring initial teacher education in two urban settings, the Paper reviews teacher education and training in England from it inception in the mid-nineteenth century through to developments at the beginning of the twenty first century. Key features of reforms are highlighted together with the underlying concepts and models of teaching that informed changes in the structures and patterns of England's teacher education system. A brief evaluation of the efficacy of the English reforms is offered followed by a prospective analysis of a future scenario for teacher education institutions in the context of emergent social realities and the challenge of mediating multi-professional education policy and practice. Author's Note This paper builds on three earlier publications and is related to a fourth. In the first three, co-authored with David Lambert, we offered first a framework for conceptual work (1995, 'Crossing academic communities: Clarifying the conceptual landscape in initial teacher education'. In: D. Blake et al. (Eds.) Researching School-Based Teacher Education. Aldershot: Avebury); next we provided a case study of what a remodelled ITE curriculum and pedagogy driven by internal (educational) considerations might look like (1998, 'The Professional Formation of Teachers: a case study in reconceptualising initial teacher education through an evolving model of partnership in training and learning', Teacher Development, 2 (3): 351-371); and then we tried to envisage the kind of 'professional climate' that teacher educators would need to cultivate as a prerequisite for productive teacher education reform driven by external (political) as well as internal factors ('Designing teacher's futures - the quest for a new professional climate'. In: A. Hudson & D. Lambert (Eds.) (1997) Exploring Futures in Initial Teacher Education. London: Bedford Way Papers). In the fourth related paper, the author issued a cri de cœur over the pathologies inflicting the teaching profession at the turn of the millennium together with a prognosis for healthier living - personally, professionally and institutionally (Educational Leadership and the English Experience: Perceptions and Conceptions of the Healthy School'. In: W-C Hsieh & S. Ming-Lee Wen (Eds.) (2002) School Management and Leadership. Taipei, Taiwan: Hung Yeh Publishing Company). The underlying presupposition was that a reinvigorated teacher professional formation and development will make only very limited difference to teachers' lives and their impact on young people's learning unless the profession takes co- responsibility for generating the more propitious circumstances associated with emotionally healthy schools." @default.
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• W2184511740 date "2006-01-01" @default.
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• W2184511740 title "New Faces, New Spaces: Teacher education reform and the new knowledge era" @default.
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