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Theory in LL Teacher Education (Harkin 2005)

Stepping Out Programme Theory in Lifelong Learning sector Teacher Education Supporting Teacher Educators Partnership. Theory in LL Teacher Education (Harkin 2005)

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Theory in LL Teacher Education (Harkin 2005)

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  1. Stepping Out ProgrammeTheory in Lifelong Learning sector Teacher EducationSupporting Teacher Educators Partnership

  2. Theory in LL Teacher Education (Harkin 2005) • Lifelong Learning UK (LLUK), sets national standards for training that include Reflective Practice as an underpinning value and Learning Theory as part of training programmes. • There is, however, no statement of what is meant by reflective practice or of what learning theory should be included. Teacher trainers are free to determine the meaning of these terms. (p 165)

  3. Theory in LL Teacher Education Trained Teachers’ Views Questionnaires completed by 244 trained teachers and 50 of those interviewed. One aspect of initial training that emerged as relatively more problematic, however, was the importance of educational theory. Teachers held a wider diversity of views about this than any other aspect of their training and also found this topic more difficult to talk about with ease of recall. Harkin (2005: 167) Teachers ‘develop what Schön (1983, 1987) called theories-in-use, personal theory that is integrated into continuing practice’.

  4. Theory in LL Teacher Education Harkin (2005) ‘what educational theories and tools for thinking should be introduced in initial training in order to make reflective practice sufficiently challenging to foster professional development?’ (p 175)

  5. Theory in LL Teacher Education Clow and Harkin (2009) Confirmed ‘a need to have a more thorough national debate about the sorts of knowledge that teacher educators should possess, at least as a team … What are the areas of knowledge that teachers can expect to engage with in initial education, led amand managed by knowledgeable teacher educators? (pp 11,12)

  6. Bibliography Clow, R and Harkin, J. (2009) The professional knowledge and skills required by new teacher educators in the learning and skills sector. London: Westminster Partnership CETT Harkin, J., Clow, R. & Hillier, Y. (2003) Recollected in Tranquillity? FE Teachers’ Perceptions of their Initial Teacher Training. London: Learning and Skills Development Agency. Harkin, J. (2005) Fragments Stored against My Ruin: the place of educational theory in the professional development of teachers in further education. Journal of Vocational Education and Training, Volume 57, Number 2, 2005 pp 165-80 Schön, D. (1983) The Reflective Practitioner: how professionals think in action. New York: Basic Books. Schön, D. (1987) Educating the Reflective Practitioner. San Francisco: Jossey-Bass.

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