Jean Murray

TL;DR: The authors compared the practices of teacher educators with those of academics working as educators on pre-service courses for nurses and social workers and found that similar missions, composed of four elements (teaching in higher education, research or scholarship, contribution to the original professional field, and service to the university) underpin professional practices.

TL;DR: Teacher Education in Times of Change as discussed by the authors offers a critical examination of teacher education policy in the United Kingdom and Ireland over the past three decades, since the first intervention of government in the curriculum in 1984.

TL;DR: This paper examined the relationship between pre-service teacher education (ITE) for primary schooling and primary teaching in England between 1974 and 2014 and explored the "fitness of purpose" of the current system of preparing teachers for the classrooms of the twenty-first century.

TL;DR: In this paper, the authors reviewed policies and practices of initial teacher education across the four jurisdictions of the United Kingdom (England, Northern Ireland, Scotland and Wales) through two major focuses: first, the relationship between the declared teacher standards (competencies/competences) and research-informed teacher education provision; second, the turn or (re)turn to the practical in teacher education, including policy declarations, changes in practices, and emphases and effects of the discourse(s) of relevance.

TL;DR: In this paper, the authors present an embedded case study focused on the learning activities provided for and by us through our involvement in an international forum focused on professional development of teacher educators.