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Investigating good practices in the induction of teacher educators into higher education : research study for ESCalate

Murray, Jean, ESCalate (Education Subject Centre of the Higher Education Academy), corp creator. (2005) Investigating good practices in the induction of teacher educators into higher education : research study for ESCalate.

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Abstract

The project was designed to be investigative in nature, and to draw on a wide range of knowledge and expertise about induction practices within teacher education and the Higher Education (HE) sector. The rationale for the research was that new teacher educators are an under-researched and poorly understood occupational group whose induction needs have not been fully explored. Recent developments, including initiatives by the Teacher Training Agency (TTA) and the Higher Education Academy (HEA), have recognised the need for further research into induction policies and practices. The project was therefore designed to link previous research and some of these on-going initiatives. The project aimed to investigate what might constitute good practice in the induction of teacher educators new to HE-based Initial Teacher Education (ITE) or pre-service work. This included the aim to produce for ESCalate an up to date account of current practices in the induction of new teacher educators. It found that probation requirements differ across institutions, with the majority of new universities setting requirements only for high quality teaching and contributions to academic administration. Old universities, however, added research related targets (for publications, funding or achievement of a doctorate) for those appointed on full lecturer contracts

Item Type: Document from Web
Publisher: ESCalate
Uncontrolled Keywords: Higher education
Depositing User: escalate
Date Deposited: 02 Dec 2011 10:16
Last Modified: 10 Jul 2012 13:31
URI: http://dera.ioe.ac.uk/id/eprint/13039
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