London Branch Seminar
A working paper is attached here.
In 2007, many UK universities introduced Masters’ accreditation onto their PGCE programmes. A decade on, it isn’t clear that the move has improved pre-service professional formation of teachers. Maintaining that technical and theoretical forms of knowledge combined with situational awareness in a ‘textured’ form of professional judgement, are necessary to good teaching; how should teachers be encouraged to engage with theory and the findings of educational research? What distinctive role might be played by universities? Drawing on recent practical examples, I conclude ITE needs to be ‘re-humanised’ if accreditation is to help teachers master teaching.
Janet Orchard has been a teacher educator in London, Oxford and latterly at the School of Education, University of Bristol where she directs the EdD programmes in Bristol and Hong Kong. Her research interest is the contribution of philosophy to teachers’ professional judgement. She co-edited 'Learning Teaching from Experience' (2014, Bloomsbury) with Viv Ellis and IMPACT 22, ‘What training do teachers need? Why Theory is necessary to good teaching’ with Chris Winch (2015, Wiley Blackwell). Her most recent work, supported by a BA/Leverhulme Small Research Grant, is concerned with ‘Philosophy for teachers (P4T): fostering ethical judgement in classroom practices’.
All are welcome.