Session Information
19 SES 02 B, Teacher Education and Teacher Collaboration
Paper Session
Contribution
Method
Expected Outcomes
References
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Faculties meet resistance. Times Educational Supplement Scotland. Retrieved 30 September, 2008, from http://www.lexisnexis.com/uk/nexis/results/docview/docview.do?docLinkInd=true&risb=21_T5483178125&format=GNBFI&sort=BOOLEAN&startDocNo=1&resultsUrlKey=29_T5483178128&cisb=22_T5483178127&treeMax=true&treeWidth=0&csi=235865&docNo=1 Her Majesty’s Inspectorate of Education. (2008). Geography. A portrait of current practice in Scottish secondary schools. Edinburgh: HMIe. Hogan, D., & Gopinathan, S. (2008). Knowledge management, sustainable innovation, and pre-service teacher education in Singapore. Teachers and Teaching: theory and practice, 14(4), 369-384. Huberman, M. (1995). Working with life-history narratives. In H. McEwan & K. Egan (Eds.), Narrative in Teaching and Learning Research. New York: Teachers College Press. Hulme, M., D., E., McPhee, A., & Patrick, F. (2008). 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Teaching Scotland, 23. Edinburgh: General Teaching Council Publishing. Martin, M., & Rippon, J. (2003). Supporting Induction: relationships count. Mentoring and Tutoring, 11(2), 212-226. Martin, M., & Rippon, J. (2005). Everything is fine: the experience of teacher induction. Journal of In-service Education 31(3):pp. 527-544. Maynard, T. (2001). The student teacher and the school community of practice: a consideration of ‘learning as participation.’ Cambridge Journal of Education, 31, 39-52. McCracken, E. (2008, 26 October). Delay on cards for flagship schools policy. The Sunday Herald. Retrieved 31 October, 2008 from http://www.lexisnexis.com/uk/nexis/results/docview/docview.do?docLinkInd=true&risb=21_T5556765709&format=GNBFI&sort=BOOLEAN&startDocNo=1&resultsUrlKey=29_T5556765712&cisb=22_T5556765711&treeMax=true&treeWidth=0&csi=172807&docNo=3 McCormack, A., Gore, J., & Thomas, K. (2006). Early Career Teacher Professional Learning Asia-Pacific. 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Retrieved 10 November, 2008, from http://nzcurriculum.tki.org.nz/ Ministry of Education. (2008). Vision and mission statement. Retrieved 8 September, 2008, from http://www.moe.gov.sg/about Moor, H., Halsey, K., Jones, M., Marin, K., Stott, A., Brown, C., et al. (2005). Professional Development for Teachers Early in their Careers: an Evaluation of the Early Professional Development Pilot Scheme London: DfES. O’Brien, J., & Christie, F. (2005). Characteristics of support for beginning teachers: evidence from the new Teacher Induction Scheme in Scotland. Mentoring and Tutoring, 13(2), 189-203. OECD. (2005). Teachers matter: Attracting, developing and retaining effective teachers. Paris: OECD. OECD. (2007). Reviews of National Policies for Education: Quality and Equity of Schooling in Scotland. Paris: OECD. Pearson, M., & Robson, D. (2005a). Reflecting on Experiences of the Teacher Induction Scheme. Edinburgh: General Teaching Council Scotland. Pearson, M., & Robson, D. (2005b). Experiences of the Teacher Induction Scheme: Operation, Support and CPD. Edinburgh: General Teaching Council Scotland. Polkinghorne, D. E. (1988). Narrative Knowing and the Human Sciences. Albany, NY: State University of New York Press. Postlethwaite, K., Diment, K., Haggarty, L., & Ellins, J. (2008). PRISM: Professional Reflection in Science and Mathematics. Retrieved 25 September, 2008, from http://education.exeter.ac.uk/projects.php?id=170 Priestley, M. (2005). Making the most of the Curriculum Review: Some Reflections on Supporting and Sustaining Change in Schools. Scottish Educational Review, 37(1), 29-38. Reid, A. J. J. (2007). PGDE(S) Geography: Stakeholders’ Perceptions Regarding Course Effectiveness and Suggested Improvements. University of Strathclyde, Glasgow. Reid, A., & Weir, D. (2008). Factors restricting the early professional learning of secondary teachers in Scotland and how these might be tackled. . Scottish Educational Review, 40(2), 90-102. 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Paper presented at the Early Professional Learning Mini Conference, University of Stirling. Tan, O. S., Ee, J., Lee, Y. P., & Lam, K. (Eds.). (2007). Teach less learn more (TLLM) school-based curriculum innovation: Research reports: Singapore: Ministry of Education and Educational Research Association of Singapore. Teaching and Learning Research Briefing. (2008). New teachers as learners: a model of early professional development. Retrieved 4 November, 2008, from http://www.tlrp.org/pub/documents/Mcnally56final.pdf Tucker, C. (2006). Presidential Address, Scottish Association of Geography Teachers Conference. Dundee. Webster, L., & Mertova, P. (2007). Using Narrative Inquiry as a research method. London: Routledge. Williams, E. A., & Prestage, S. (2001). Individualism to collaboration-the significance of teacher culture to the induction or newly qualified teachers. Journal of Education for Teaching, 27(3), 253-267. Wilson, V., Hall, J., Davidson, J., & Lewin, J. (2006). Developing teachers: A review of early professional learning: SCRE Centre: University of Glasgow.
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