Improving the professional knowledge base for education: Using knowledge management (KM) and Web 2.0 tools

Improving education systems is an elusive goal. Despite considerable investment, international studies such as the OECD Teaching and Learning International Survey (TALIS) project and the McKinsey Report How the world’s best performing schools come out on top indicate that improving teacher quality is more important than increased financial investment. Both reports challenge governments, academics and practitioners to adopt new ways of sharing and building knowledge. This paper makes the case for national education systems to adopt tried and tested knowledge management and web 2.0 tools used by other sectors and highlights the neglected potential of teacher educators as agents for improvement

Case study To illustrate effective practice at St Mary’s University College in the delivery of 14-19 Diploma ITT strand 2 ‘with experience’ provision, 2008/09: The 14-19 Diploma Learning and Development Handbook

This case study has been developed to illustrate effective practice in the delivery of 14-19 Diploma Initial Teacher Training (ITT) strand 2 ‘with experience’ provision, by St Mary’s University College during the academic year 2008/09. The case study was commissioned by The Training and Development Agency for Schools (TDA). The case study will specifically offer a strategy for collating Diploma evidence and evaluating student teachers’ progress and attainment whilst on a strand 2 ‘with experience’ ITT programme

Reviewing your teaching

SIGLEAvailable from British Library Document Supply Centre-DSC:3661.958F(431 353)(microfiche) / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Controversial Issues: Identifying the Concerns and Priorities of Student Teachers

The theoretical framework of this article considers the significant place of education in the socialisation and enculturation of children. This requires that student teachers develop critical pedagogies as a means of promoting equity, pupil voice and democratic structures in schools. Key to this is Cole’s concept of ‘isms’ and ‘phobias’, and the need to prepare student teachers to address them, and to evaluate both formal and hidden curricula. This article outlines the findings of a small-scale study that explored student teachers’ views on elements of issues-based education, the content of their training courses, and their personal priorities and apprehensions. It involved student teachers in eight universities in England during 2008‑09. This article outlines the full range of responses to the survey and students’ reasons for their priorities. The findings provide a context for providers of initial teacher education to consider the content and focus of their programmes