TY - CHAP
T1 - A Research Informed Approach to Initial Teacher Education in Wales
T2 - Intentions, Examples and Reflections
AU - Harris, Alma
AU - Jones, Michelle
AU - Furlong, John
AU - Griffiths, Jeremy
AU - Hannigan-Davies, Cecilia
N1 - Publisher Copyright:
© The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Singapore Pte Ltd. 2021.
PY - 2021/8/6
Y1 - 2021/8/6
N2 - This chapter explores the impetus for, and implications from, a radical overhaul of initial teacher education in Wales. The chapter outlines the chronology of reform and the resulting, significant changes to programmes of initial teacher preparation. The chapter outlines how a research-informed approach has redefined the contours of initial teacher education generally and has raised expectations of teachers using research to shape their practice, specifically. Examples from three initial teacher education partnerships highlight the centrality of a research informed design and each example illustrates how clinical practice is used as a model of delivery. The chapter contends that a research informed approach to initial teacher education in Wales has not only raised the quality of provision but also brought the prospect of a research-informed profession that much closer.
AB - This chapter explores the impetus for, and implications from, a radical overhaul of initial teacher education in Wales. The chapter outlines the chronology of reform and the resulting, significant changes to programmes of initial teacher preparation. The chapter outlines how a research-informed approach has redefined the contours of initial teacher education generally and has raised expectations of teachers using research to shape their practice, specifically. Examples from three initial teacher education partnerships highlight the centrality of a research informed design and each example illustrates how clinical practice is used as a model of delivery. The chapter contends that a research informed approach to initial teacher education in Wales has not only raised the quality of provision but also brought the prospect of a research-informed profession that much closer.
UR - http://www.scopus.com/inward/record.url?scp=85143481674&partnerID=8YFLogxK
U2 - 10.1007/978-981-16-3775-9_14
DO - 10.1007/978-981-16-3775-9_14
M3 - Chapter
AN - SCOPUS:85143481674
SN - 9789811637742
SP - 195
EP - 208
BT - Teacher Education Policy and Research
PB - Springer International Publishing
ER -