Initial Teacher Education quality is often judged through the auspices of audit-style mechanisms designed to facilitate the identification of matters pertaining to the ‘readiness’ of student teachers to enter the world of the classroom as fully qualified. In this regard, quality of programmes is often determined by the knowledge and skills student teachers demonstrate. Whilst ontological aspects are not necessarily elided, they are often ignored in favour of such epistemological matters. While such knowledge-based positions do not describe the totality of ITE quality evaluation they do predominate. This paper identifies a tripartite heuristic for the identification of ITE epistemology that explicitly refers to, and is requiring of, ontological matters in the development of student teachers: identifying teaching, doing teaching, knowing teaching. Whilst it is the result of a Scottish project, Measuring the Quality of Initial Teacher Education (MQuITE), its emphasis is notable for other countries.
|Number of pages||19|
|Publication status||Published - 21 Nov 2019|
|Event||Scottish Educational Research Association 44th Annual Conference, 2019: Creative Visions for Educational Futures - Moray House School of Education and Sport, University of Edinburgh, Edinburgh, United Kingdom|
Duration: 20 Nov 2019 → 22 Nov 2019
|Conference||Scottish Educational Research Association 44th Annual Conference, 2019|
|Period||20/11/19 → 22/11/19|
- measuring quality
- initial teacher education
- support in the classroom
Adams, P., & McLennan, C. (2019). Towards initial teacher education quality: epistemological considerations. Paper presented at Scottish Educational Research Association 44th Annual Conference, 2019, Edinburgh, United Kingdom.