Teachers' experiences of initial teacher preparation, induction and early professional development in England - Does route matter?

Journal of Education for Teaching

Volumn 31, Issue 2, 2005, Pages 133-135

  Hobson, Andrew J ^a,c   Malderez, Angi ^b   Tracey, Louise ^a   Kerr, Kirstin ^a  

^a UNIVERSITY OF NOTTINGHAM   (United Kingdom)

^b UNIVERSITY OF LEEDS   (United Kingdom)

^c UNIVERSITY OF NOTTINGHAM   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 27944483781     PISSN: 02607476     EISSN: None     Source Type: Journal    
DOI: 10.1080/02607470500127293     Document Type: Article

References (5)

1. Chambers, G. N. & Roper, T. (2000) Why students withdraw from Initial Teacher Training, Journal of Education for Teaching, 26(1), 25-43.
2. Kyriacou, C., Kunc, R., Stephens, P. & Hultgren, A. (2003) Student teachers' expectations of teaching as a career in England and Norway, Educational Review, 55(3), 255-263.
3. Richardson, V. (Ed.) (1997) Constructivist teacher education: building a world of new understandings (London, Falmer Press).
4. Sands, M. (1993) Student withdrawals from teacher training, New Era in Education, 72(2), 58-64.
5. Sugrue, C. (1996) Student teachers' lay theories: implications for professional development, in: I. F. Goodson & A. Hargreaves (Eds) Teachers' professional lives (Washington, DC, Falmer Press).