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      Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter?

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          Abstract

          Unprecedented reform to teacher education in England, through the Initial Teacher Training Market Review, led to the threat of removal of the right for established providers to offer programmes of initial teacher education beyond 2024 without reaccreditation. Such policy reform has been constructed in relation to a perceived gap in research about knowledge of the best way to educate or train new teachers. Using Lee S. Shulman’s concept of signature pedagogies we consider the varying ways in which theoretical ideas are underpinned by common models of, and approaches to, teacher education pedagogy. We mobilise Shulman to analyse five models, which we categorise as ‘knowledge-first’ or ‘people-first’, to see the extent to which, if at all, there is a theoretically informed signature pedagogy for initial teacher education. Our analysis shows that there is no one discernible knowledge base or theory that underpins a signature pedagogy for teacher education, but a suite of possibilities about how a signature pedagogy of teacher education could be understood. Moreover, it is our contention that policy reform of initial teacher education based on econometric analysis fails to recognise the most important dimension of a signature pedagogy, learning how to act with integrity as a professional teacher.

          Most cited references57

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          Knowledge and Teaching: Foundations of the New Reform

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            Those Who Understand: Knowledge Growth in Teaching

            L. SHULMAN (1986)
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              Teachers' Beliefs and Educational Research: Cleaning Up a Messy Construct

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                Author and article information

                Journal
                LRE
                London Review of Education
                Lond. Rev. Educ.
                UCL Press
                1474-8479
                04 January 2023
                : 21
                : 1
                : 1
                Affiliations
                [1 ]Curriculum, Pedagogy and Assessment, IOE UCL’s Faculty of Education and Society, London, UK
                [2 ]School of Education, University of Nottingham, UK
                [3 ]Department of Education, University of Oxford, UK
                Author notes
                [* ]Correspondence: c.brooks@ 123456ucl.ac.uk
                Author information
                https://orcid.org/0000-0001-6511-1404
                https://orcid.org/0000-0003-1754-9393
                https://orcid.org/0000-0001-8756-0411
                Article
                LRE-21-1
                10.14324/LRE.21.1.01
                bcf13212-af94-484c-9026-733f3ba2f6d4
                © 2023, Clare Brooks, Joanna McIntyre and Trevor Mutton.

                This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited • DOI: https://doi.org/10.14324/LRE.21.1.01.

                History
                : 03 May 2022
                : 01 November 2022
                Page count
                Pages: 12
                Categories
                Research article
                Custom metadata
                Brooks, C., McIntyre, J. and Mutton, T. (2023) ‘Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter?’ London Review of Education, 21 (1), 1. DOI: https://doi.org/10.14324/LRE.21.1.01.

                Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
                models of teacher education,initial teacher education,policy reform,signature pedagogy

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