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

Smith, Douglas James

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Peer reviewed

ERIC Number: EJ556075

Record Type: Journal

Publication Date: 1997

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0002-4805

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

Smith, Douglas James

Alberta Journal of Educational Research, v43 n4 p258-60 Win 1997

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)

Descriptors: 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

Publication Type: Journal Articles; Reports - Evaluative

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: United Kingdom

Grant or Contract Numbers: N/A

Author Affiliations: N/A