This chapter explores the idea of Masters-level Initial Teacher Education (ITE), beginning by looking at the wider global context which reflects a drive towards increasing Masters-level ITE, but with limited empirical evidence as to its effectiveness and a variety of claims as to its potential impact. It then goes on to examine aspects of the policy context in Scotland that are influence a growing move towards increased Masters-level ITE. This is followed by an overview of current practices, identifying three broad approaches: credits in courses, integrated Masters and full Masters. The chapter concludes by suggesting that while the direction of travel is clear, the underpinning rationale is much less so.
|Title of host publication||Teacher Preparation in Scotland|
|Place of Publication||[Bingley]|
|Publisher||Emerald Publishing Limited|
|Publication status||Published - 25 Sep 2020|
- Masters-level Initial Teacher Education (ITE)
- education policy
- teaching profession