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dc.contributor.authorWhite, Elizabeth
dc.contributor.editorCzerniawski, Gerry
dc.contributor.editorJones, Sharon
dc.contributor.editorHolmes-Henderson, Arlene
dc.contributor.editorPugh, Victoria
dc.contributor.editorYang, Weipeng
dc.date.accessioned2024-08-28T03:15:02Z
dc.date.available2024-08-28T03:15:02Z
dc.date.issued2024-08-28
dc.identifier.citationWhite , E 2024 , Using a framework for collaborative teacher educator learning to develop the initial teacher education curriculum . in G Czerniawski , S Jones , A Holmes-Henderson , V Pugh & W Yang (eds) , Curriculum in a Changing World: 50 think pieces on education, policy, practice, innovation, and inclusion . British Educational Research Association , pp. 186-190 .
dc.identifier.otherORCID: /0000-0001-5090-1729/work/166539245
dc.identifier.urihttp://hdl.handle.net/2299/28107
dc.description.abstractSchool-based and university-based teacher educators within partnerships have the potential to transform the practice of initial teacher education (ITE) through learning together. Using the working model of Perry et al. (2019) for the curriculum for ITE, this piece considers five principles that can facilitate teacher educator partnership learning: multilevel working; synergy; a collaborative stance; flexibility; and sustainability. Together, these principles are a framework for collaborative teacher educator learning.en
dc.format.extent5
dc.format.extent34891
dc.language.isoeng
dc.publisherBritish Educational Research Association
dc.relation.ispartofCurriculum in a Changing World: 50 think pieces on education, policy, practice, innovation, and inclusion
dc.titleUsing a framework for collaborative teacher educator learning to develop the initial teacher education curriculumen
dc.contributor.institutionCentre for Research in Professional and Work-Related Learning
dc.contributor.institutionEducation
dc.contributor.institutionSchools of Law and Education
dc.identifier.urlhttps://www.bera.ac.uk/publication/curriculum-in-a-changing-world
rioxxterms.typeOther


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