Abstract
The future of Master’s-level work in initial teacher education (ITE) in England
seems uncertain. Whilst the coalition government has expressed support for
Master’s-level work, its recent White Paper focuses on teaching skills as the
dominant form of professional development. This training discourse is in tension
with the view of professional learning advocated by ITE courses that offer Master’s
credits. Following a survey of the changing perceptions of Master’s-level
study during a Post Graduate Certificate in Education course by student teachers
in four subject groups, this paper highlights how the process of professional
learning can have the most impact on how they value studying at a higher level
during their early professional development.
seems uncertain. Whilst the coalition government has expressed support for
Master’s-level work, its recent White Paper focuses on teaching skills as the
dominant form of professional development. This training discourse is in tension
with the view of professional learning advocated by ITE courses that offer Master’s
credits. Following a survey of the changing perceptions of Master’s-level
study during a Post Graduate Certificate in Education course by student teachers
in four subject groups, this paper highlights how the process of professional
learning can have the most impact on how they value studying at a higher level
during their early professional development.
| Original language | English |
|---|---|
| Pages (from-to) | 285-302 |
| Journal | Teacher Development |
| Volume | 16 |
| Issue number | 3 |
| Publication status | Published - 2012 |
Keywords
- initial teacher education
- Master's
- professional development
- PGCE
- student teachers