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Encouraging the use of evidence to inform practice among teachers early in their careers

Bigger, Stephen and Blow, David and Furey, Scilla, ESCalate (Education Subject Centre of the Higher Education Academy), corp creator. (2004) Encouraging the use of evidence to inform practice among teachers early in their careers.

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Abstract

This is an ESCalate development project awarded to Stephen Bigger of the Institute of Education / University College Worcester and completed in May 2006. It explored how to support teachers early in their careers, and how Masters level study can be professionally relevant. Newly Qualified Teachers are confident in academic study but are still building their confidence in classroom skills. They are therefore open to the idea of continuing with their Masters, and have professional needs which a Masters programme should be able to support by encouraging evaluation of evidence (from record keeping and observation) to inform their professional practice, and reflection. They can lay a foundation for action research in their early years of teaching. This project explored how to support teachers early in their careers, and how M level study can be professionally relevant. It is anticipated that it could build up a pool of teachers engaged in MAs early in their career, and that there may be some impact on teacher retention. The methodology involved a survey and evaluation of M level provision across three HEIs. It includes a final report presented as a single Word document of some 23 pages

Item Type: Document from Web
Publisher: ESCalate
Uncontrolled Keywords: Continuing professional development,Teaching and research
Depositing User: escalate
Date Deposited: 02 Dec 2011 10:16
Last Modified: 03 Jul 2012 21:04
URI: http://dera.ioe.ac.uk/id/eprint/13035
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