The Value of the Academic Award in Initial Teacher Education: Key Stakeholder Perceptions of the Masters Level Postgraduate Certificate in Education in Two English Universities

Autor/in	Thomas, Lorraine
Titel	The Value of the Academic Award in Initial Teacher Education: Key Stakeholder Perceptions of the Masters Level Postgraduate Certificate in Education in Two English Universities
Quelle	In: European Journal of Teacher Education, 41 (2018) 2, S.246-261 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2018.1429399
Schlagwörter	Awards; Teacher Certification; Masters Programs; Preservice Teacher Education; Preservice Teachers; Teacher Educators; Student Teacher Attitudes; Graduate Study; Stakeholders; Relevance (Education); Qualitative Research; Semi Structured Interviews; Focus Groups; Student Improvement; Job Satisfaction; Program Improvement; Employment Potential; Career Development; Postsecondary Education as a Field of Study; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Award; Auszeichnung; Magister course; Magisterstudiengang; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Relevance; Relevanz; Qualitative Forschung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Berufsentwicklung; Ausland
Abstract	The Postgraduate Certificate in Education (PGCE) has been a successful and popular initial teacher education (ITE) programme since the 1950s, with the masters level PGCE being successfully embedded within universities in England since 2007 and having high levels of student satisfaction. Recent White Papers, policy and reviews have undermined the academic award in ITE, however, favouring school-led initial teacher training and the minimum, essential professional award. Located within the Secondary ITE phase in two English universities, this article presents the value of studying education and the academic award at pre-service level via key stakeholder perceptions from interviews with teacher-educators and student-teachers within a case study. Findings highlight improvements to student-teachers' knowledge and practice; enjoyment in working at a higher academic level; improvements to the ITE programme overall, including student-teacher support and student-teachers' articulation of knowledge and practice; and enhanced opportunities for employability, career advancement and gaining a Master's degree. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01