The Strathclyde literacy clinic: developing student teacher values, knowledge and identity as inclusive practitioners

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

There remains much debate about the features of initial teacher education (ITE) programmes that will produce effective professionals, able to exercise the agency and values that promote flexible, adaptive self-expanding and evidenced-informed professional knowledge. There is particular concern about how to develop teachers who understand inclusion, social disadvantage and who can deliver educational equity through their teaching. Research reviews have drawn attention to the design principles and organisation of ITE programmes that develop knowledgeable, effective and reflective practitioners. The most convincing research approaches use impact evidence to identify those programmes that produce effective teachers and analyse their features (see for example Darling Hammond 2012). From such analyses we have learned that there can be many pathways to successful outcomes, but that the quality of opportunities to make sense of placement experiences and apply academic knowledge is important.
LanguageEnglish
Title of host publicationA Companion to Research in Teacher Education
EditorsMichael A. Peters, Bronwen Cowie, Ian Menter
Place of PublicationSingapore
Pages121-134
Number of pages14
ISBN (Electronic)9789811040757
DOIs
Publication statusPublished - 31 May 2017

Fingerprint

student teacher
literacy
teacher
Values
research approach
education
equity
inclusion
Teaching
knowledge
evidence
experience

Keywords

  • student teachers
  • education practitioners
  • Strathclyde Literary Clinic
  • professional identity
  • professional learning
  • professional knowledge

Cite this

Ellis, S. (2017). The Strathclyde literacy clinic: developing student teacher values, knowledge and identity as inclusive practitioners. In M. A. Peters, B. Cowie, & I. Menter (Eds.), A Companion to Research in Teacher Education (pp. 121-134). Singapore. https://doi.org/10.1007/978-981-10-4075-7
Ellis, Susan. / The Strathclyde literacy clinic : developing student teacher values, knowledge and identity as inclusive practitioners. A Companion to Research in Teacher Education. editor / Michael A. Peters ; Bronwen Cowie ; Ian Menter. Singapore, 2017. pp. 121-134
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Ellis, S 2017, The Strathclyde literacy clinic: developing student teacher values, knowledge and identity as inclusive practitioners. in MA Peters, B Cowie & I Menter (eds), A Companion to Research in Teacher Education. Singapore, pp. 121-134. https://doi.org/10.1007/978-981-10-4075-7

The Strathclyde literacy clinic : developing student teacher values, knowledge and identity as inclusive practitioners. / Ellis, Susan.

A Companion to Research in Teacher Education. ed. / Michael A. Peters; Bronwen Cowie; Ian Menter. Singapore, 2017. p. 121-134.

Research output: Chapter in Book/Report/Conference proceedingChapter

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Ellis S. The Strathclyde literacy clinic: developing student teacher values, knowledge and identity as inclusive practitioners. In Peters MA, Cowie B, Menter I, editors, A Companion to Research in Teacher Education. Singapore. 2017. p. 121-134 https://doi.org/10.1007/978-981-10-4075-7