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Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter?

Brooks, Clare; McIntyre, Joanna; Mutton, Trevor

Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter? Thumbnail


Authors

Clare Brooks

Trevor Mutton



Abstract

Unprecedented reform to teacher education in England, through the Initial Teacher Training Market Review, led to the threat of removal of the right for established providers to offer programmes of initial teacher education beyond 2024 without reaccreditation. Such policy reform has been constructed in relation to a perceived gap in research about knowledge of the best way to educate or train new teachers. Using Lee S. Shulman’s concept of signature pedagogies we consider the varying ways in which theoretical ideas are underpinned by common models of, and approaches to, teacher education pedagogy. We mobilise Shulman to analyse five models, which we categorise as ‘knowledge-first’ or ‘people-first’, to see the extent to which, if at all, there is a theoretically informed signature pedagogy for initial teacher education. Our analysis shows that there is no one discernible knowledge base or theory that underpins a signature pedagogy for teacher education, but a suite of possibilities about how a signature pedagogy of teacher education could be understood. Moreover, it is our contention that policy reform of initial teacher education based on econometric analysis fails to recognise the most important dimension of a signature pedagogy, learning how to act with integrity as a professional teacher.

Citation

Brooks, C., McIntyre, J., & Mutton, T. (2023). Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter?. London Review of Education, 21(1), https://doi.org/10.14324/lre.21.1.01

Journal Article Type Article
Acceptance Date Nov 1, 2022
Online Publication Date Jan 4, 2023
Publication Date Jan 4, 2023
Deposit Date Nov 3, 2022
Publicly Available Date Mar 29, 2024
Journal London Review of Education
Print ISSN 1474-8460
Electronic ISSN 1474-8479
Publisher UCL Press
Peer Reviewed Peer Reviewed
Volume 21
Issue 1
DOI https://doi.org/10.14324/lre.21.1.01
Keywords Initial teacher education; Policy reform; Signature pedagogy; Models of teacher education
Public URL https://nottingham-repository.worktribe.com/output/13177514
Publisher URL https://uclpress.scienceopen.com/hosted-document?doi=10.14324/LRE.21.1.01

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