Review of Bristol Musicians’ Co-Operative

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Maintaining quality in teacher education: a contemporary global challenge?

O objetivo deste artigo é o de analisar o que significa o termo “qualidade” no contexto do ensino e da formação de professores, discutindo como se mantêm os aspetos de qualidade que parecem ser importantes no desenvolvimento contemporâneo de políticas e práticas de formação de professores. O artigo fundamenta-se em diversos estudos comparativos sobre formação de professores desenvolvidos nos últimos anos. A consideração inicial incide sobre os níveis macro e meso das políticas e das práticas, considerando instituições estatais e os papéis das instituições educacionais. O foco volta-se de seguida para o nível micro, considerando a qualidade dos participantes na oferta e na experiência de formação de professores. O artigo identifica o significado antropológico da formação de professores e os contributos sociais mais amplos que podem ser obtidos a partir de tal estudo no século XXI e, em conclusão, são considerados alguns desafios globais contemporâneos para a manutenção da qualidade na formação de professores.The purpose of this paper is to scrutinise what the term quality means in the context of teaching and teacher education and to discuss how we maintain those aspects of quality that do appear to be important in the contemporary development of policy and practice in teacher education. The paper draws on some comparative studies in teacher education that have been undertaken in recent years. Initial consideration is given to the macro and meso levels of policy and practice, through looking at state institutions and at the roles of educational institutions. The focus then turns to the micro level, considering the quality of the participants in the provision and experience of teacher education. The paper identifies the anthropological significance of teacher education and the wider social insights that may be gained from such study in the twenty-first century and in conclusion some contemporary global challenges to the maintenance of quality in teacher education are considered

From interesting times to critical times? Teacher education and educational research in England

In 2011 Olwen McNamara and I wrote a piece for a themed issue of Research Intelligence called ‘“Interesting times” in teacher education’ (McNamara and Menter 2011). Since then, unfortunately, the times have become even more interesting in teacher education, especially in England, and what we see now represents not only a threat to high-quality teacher education but also a serious threat to educational research. That is the theme of this article

Holding it all together? The management of supply cover in the teaching profession

There have for some years been concerns in Scotland about the availability of supply cover, the quality of supply teachers and the adequacy of support and development provided for them. This is a report of a study which focuses on the management of supply cover in Scotland. It presents an analysis of qualitative and quantitative data collected from education authorities, schools and supply teachers

The management of supply cover in the teaching profession

There have for some years been concerns in Scotland about the availability of supplycover, the quality of supply teachers, and the adequacy of support and developmentprovided for them. This Insighthighlights key findings from a study of the managementof supply cover in Scotland. The research was commissioned by the Scottish ExecutiveEducation Department in October 2002 to inform the development of guidelines

Research to support Schools of Ambition

Peer reviewedPublisher PD

To teach or to research – is that the question? A case study from the Schools of Ambition

Peer reviewedPublisher PD

Research capacity building in teacher education : Scottish collaborative approaches

This paper examines the context for education research, including teacher education research, in Scotland. Concerns about research capacity are shared with other parts of the UK, but the distinctive context for teacher development and engagement in practitioner research create fertile ground for developments in teacher education research. Schemes such as 'Research to support Schools of Ambition' provide evidence of a shared commitment to teacher research. The national project, 'Applied Education Research Scheme', funded by the Scottish government and the Scottish Funding Council, included a thematic network on learners, learning and teaching. Drawing on activities of this sort, the paper suggests that a key element of effective capacity building lies in collaborative approaches