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首页> 外文OA文献 >A Masters level teaching profession: a study of the rationale for the Masters level Postgraduate Certificate in Education, a Masters level teaching profession and the Masters in Teaching and Learning and the perceptions of key stakeholders in the English West Midlands
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A Masters level teaching profession: a study of the rationale for the Masters level Postgraduate Certificate in Education, a Masters level teaching profession and the Masters in Teaching and Learning and the perceptions of key stakeholders in the English West Midlands

机译：硕士水平的教学专业：研究硕士水平的教育研究生证书，硕士水平的教学专业和教学与学习的硕士学位以及英格兰西米德兰兹郡主要利益相关者的观念

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摘要

There has been a significant shift in initial teacher training (ITT) and teachers’ professional development (PD) to include masters level (M level) study in recent years in England and this research investigates aspirations for the M level teaching profession, providing a rationale for the M level Postgraduate Certificate in Education (PGCE), a masters level profession and the Masters in Teaching and Learning (MTL) and providing the perceptions of key stakeholders. Although these initiatives represented a major shift in the training and development of teachers, only limited consideration has been given to these areas, despite the plethora of research regarding ITT and teachers’ PD. Findings suggest that HEIs superimposed their own rationale for these initiatives, in addition to the imposed rationale. Findings also indicate that universities consider M level ITT and PD to have many benefits, but there was much scepticism regarding the MTL. Furthermore, although trainees and newly qualified teachers (NQTs) were positive about M level study in principle, especially when there was an element of choice, they were sceptical regarding its benefits to practice and considered M level to be more important later in their careers, due to their more immediate concerns to meet statutory professional requirements.
机译：近年来，英格兰的初始教师培训（ITT）和教师专业发展（PD）发生了重大变化，包括硕士水平（M Level）研究，该研究调查了M水平教学职业的愿望，并提供了理论依据获得M级教育研究生证书（PGCE），硕士学位专业和教学硕士（MTL），并提供主要利益相关者的看法。尽管这些举措代表了教师培训和发展方面的重大转变，但是尽管对ITT和教师的PD进行了大量研究，但对这些领域的考虑仍然有限。研究结果表明，除了强加的理由外，高校还对这些举措叠加了自己的理由。研究结果还表明，大学认为M级ITT和PD具有很多好处，但是对MTL却持怀疑态度。此外，尽管受训人员和新任教师（NQT）原则上对M级学习持肯定态度，尤其是在有选择因素的情况下，他们对实践的益处持怀疑态度，并认为M级在职业生涯后期更为重要，由于他们更迫切需要满足法定专业要求。

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    Thomas Lorraine Sarah;

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  • 年度 2012
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  • 正文语种 {"code":"en","name":"English","id":9}
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