project outline
Early professional learning is a critical stage in teacher formation. Early experiences of teaching shape practitioners’ commitment to reflective practice, collegiality and lifelong learning. Policies to support professional learning in the early years of practice have an important contribution to make in improving teaching quality and learning outcomes in schools, as well as improving retention and professional
well-being.
In the face of increased possibilities for divergence post-devolution, this work provides a scoping study of the structures and processes in place to support
Initial Teacher Education (ITE), induction and early professional development
in England, Northern Ireland, Scotland and Wales. The study is supported by
a cross-national team of researchers in each of the four parts of the UK.
Click here for linked resource:
Ethics and Teacher Education, What Ought to be Done About Ought? Professor Pat Mahony
learning to teach...
...in post-devolution UK: The transition from initial teacher education through induction to early professional development in England, Northern Ireland, Scotland and Wales
