Understanding and utilising the interplay between two frameworks relating to teacher professional development: a case study
In England, there has been a teacher recruitment and retention crisis for many years. In such a crisis, it is important that initial teacher education (ITE) providers are able to identify, recruit and educate ‘high quality’ applicants to join the teaching profession. In this study, we focused on two...
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| Format: | Article |
| Language: | English |
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Sciendo
2024-01-01
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| Series: | International Journal for Transformative Research |
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| Online Access: | https://doi.org/10.2478/ijtr-2024-0004 |
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| _version_ | 1832570331106115584 |
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| author | Haidi Hamizah Winterbottom Mark |
| author_facet | Haidi Hamizah Winterbottom Mark |
| author_sort | Haidi Hamizah |
| collection | DOAJ |
| description | In England, there has been a teacher recruitment and retention crisis for many years. In such a crisis, it is important that initial teacher education (ITE) providers are able to identify, recruit and educate ‘high quality’ applicants to join the teaching profession. In this study, we focused on two case studies of beginning teachers who were enrolled in a University-School ITE Partnership. By listening to these two novice teachers, and analysing their experiences against two frameworks of professional development (the professional learning continuum of Wilson & Demetriou (2007) and the characteristics of effective teachers identified by Korthagen & Wubbels (2001)), we explain how a synthesis of the frameworks could help ITE providers to select, monitor and assess beginning teachers’ developmental trajectory when learning to teach. |
| format | Article |
| id | doaj-art-ef3f70fa373644fe89e7cc3b82fe2271 |
| institution | Kabale University |
| issn | 2353-5415 |
| language | English |
| publishDate | 2024-01-01 |
| publisher | Sciendo |
| record_format | Article |
| series | International Journal for Transformative Research |
| spelling | doaj-art-ef3f70fa373644fe89e7cc3b82fe22712025-02-02T15:48:21ZengSciendoInternational Journal for Transformative Research2353-54152024-01-0111110.2478/ijtr-2024-0004Understanding and utilising the interplay between two frameworks relating to teacher professional development: a case studyHaidi Hamizah0Winterbottom Mark1Faculty of Education, University of Cambridge, 184 Hills Road, CambridgeFaculty of Education, University of Cambridge, 184 Hills Road, CambridgeIn England, there has been a teacher recruitment and retention crisis for many years. In such a crisis, it is important that initial teacher education (ITE) providers are able to identify, recruit and educate ‘high quality’ applicants to join the teaching profession. In this study, we focused on two case studies of beginning teachers who were enrolled in a University-School ITE Partnership. By listening to these two novice teachers, and analysing their experiences against two frameworks of professional development (the professional learning continuum of Wilson & Demetriou (2007) and the characteristics of effective teachers identified by Korthagen & Wubbels (2001)), we explain how a synthesis of the frameworks could help ITE providers to select, monitor and assess beginning teachers’ developmental trajectory when learning to teach.https://doi.org/10.2478/ijtr-2024-0004teacher educationteacher developmentprofessional learningreflectionreflectivity |
| spellingShingle | Haidi Hamizah Winterbottom Mark Understanding and utilising the interplay between two frameworks relating to teacher professional development: a case study International Journal for Transformative Research teacher education teacher development professional learning reflection reflectivity |
| title | Understanding and utilising the interplay between two frameworks relating to teacher professional development: a case study |
| title_full | Understanding and utilising the interplay between two frameworks relating to teacher professional development: a case study |
| title_fullStr | Understanding and utilising the interplay between two frameworks relating to teacher professional development: a case study |
| title_full_unstemmed | Understanding and utilising the interplay between two frameworks relating to teacher professional development: a case study |
| title_short | Understanding and utilising the interplay between two frameworks relating to teacher professional development: a case study |
| title_sort | understanding and utilising the interplay between two frameworks relating to teacher professional development a case study |
| topic | teacher education teacher development professional learning reflection reflectivity |
| url | https://doi.org/10.2478/ijtr-2024-0004 |
| work_keys_str_mv | AT haidihamizah understandingandutilisingtheinterplaybetweentwoframeworksrelatingtoteacherprofessionaldevelopmentacasestudy AT winterbottommark understandingandutilisingtheinterplaybetweentwoframeworksrelatingtoteacherprofessionaldevelopmentacasestudy |