ERIC Number: EJ1458115
Record Type: Journal
Publication Date: 2024-Jan
Pages: N/A
Abstractor: As Provided
ISBN: N/A
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EISSN: EISSN-2353-5415
Understanding and Utilising the Interplay between Two Frameworks Relating to Teacher Professional Development: A Case Study
Hamizah Haidi; Mark Winterbottom
International Journal for Transformative Research, v11 n1 Article 20040004 2024
In England, there has been a teacher recruitment and retention crisis for many years. In such a crisis, it is important that initial teacher education (ITE) providers are able to identify, recruit and educate 'high quality' applicants to join the teaching profession. In this study, we focused on two case studies of beginning teachers who were enrolled in a University-School ITE Partnership. By listening to these two novice teachers, and analysing their experiences against two frameworks of professional development (the professional learning continuum of Wilson & Demetriou (2007) and the characteristics of effective teachers identified by Korthagen & Wubbels (2001)), we explain how a synthesis of the frameworks could help ITE providers to select, monitor and assess beginning teachers' developmental trajectory when learning to teach.
Descriptors: Faculty Development, Foreign Countries, Teacher Characteristics, Reflective Teaching, Beginning Teachers, Science Teachers, Learning Processes, Science Instruction, Teaching Methods
Sciendo, a company of De Gruyter Poland. 32 Zuga Street, 01-811 Warsaw, Poland. Tel: +48-22-701-5015; e-mail: info@sciendo.com; Web site: https://www.sciendo.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
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Language: English
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Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A