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

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

Literature Review of Teacher Education for the Twenty-First Century

This literature review was commissioned by the Education Analytical Services Division ( EASD) of the Scottish Government and forms part of a larger programme of work contributing to the Review of Teacher Education in Scotland ( RTES). The RTES is examining how the current system of educating teachers equips teachers throughout their professional career to respond to curriculum change and meet the needs of pupils in the 21st century. The overall aim of this literature review is 'to understand the contribution that teacher education can make to the quality and effectiveness of the educational experience and wider personal development of young people, drawing on effective practice in Scotland and elsewhere'