Ollin, Ros (2007) Records of teaching observations: boundary objects between different communities of practice. In: Journal of Vocational Education and Training 7th International Conference: Researching Vocational Education and Training, 6th - 8h July 2007, Worcester College, Oxford, UK. (Unpublished)
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In initial teacher training (ITT) programmes for post-compulsory education (PCE), delivered by Higher Education Institutions (HEIs), teaching observations have always been pivotal in determining whether the trainee can achieve professional status as a teacher. Recent policy developments for ITT in the Lifelong Learning Sector (LLS) place greater emphasis on trainee teachers’ classroom performance. More observations are now required, with grading being introduced, linked to the inspection grades used by the Office for Standards in Education, Children’s Services and Skills (Ofsted). In a context where ITT programmes must demonstrate clear conformance with national standards and, are themselves subject to inspection by Ofsted, teacher educators are under pressure to prioritise aspects of teaching likely to contribute to successful inspection results. This presents a dilemma for teacher educators believing in broader notions of professional development, acknowledging teaching as a complex process, and in the need for critical engagement with a range of pedagogical theories and practices.
|Item Type:||Conference or Workshop Item (Paper)|
|Subjects:||L Education > LB Theory and practice of education > LB2300 Higher Education|
|Schools:||School of Education and Professional Development|
|Depositing User:||Graham Stone|
|Date Deposited:||31 May 2011 11:29|
|Last Modified:||31 May 2011 11:29|
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