How effectively does the Graduate Teacher Programme contribute to the development of trainee teachers' professional values?

Journal of Education for Teaching

Volumn 33, Issue 3, 2007, Pages 309-321

  Mead, Nick ^a  

^a OXFORD BROOKES UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34547282808     PISSN: 02607476     EISSN: 13600540     Source Type: Journal    
DOI: 10.1080/02607470701450296     Document Type: Review

References (17)

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3. DFES (2004) Every Child Matters: change for children in schools (London, DFES).
4. Foster, R. (2001) The graduate teacher route to QTS - motorway, by-way or by-pass?, paper presented at the British Educational Research Association Annual Conference, University of Leeds, 13-15 September.
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11. Smith, E. & Reid, D. (2000) Considering the concept of the 'collaborative model' of the Secondary Post Graduate Certificate in Education Course, Mentoring & Tutoring, 8(3), 251-259.
12. Smithers, A. & Robinson, P. (2006) Teacher training profiles 2006 (Buckingham, Centre for Education & Employment Research).
13. Training and Development Agency (TDA) (2003) Graduate Teacher Programme survey 2002 (London, TDA).
14. Training and Development Agency (TDA) (2005) Result of the Graduate Teacher Programme survey 2005 (London, TDA).
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16. Whitehead, J. & Fitzgerald, B. (2006) Professional learning through a generative approach to mentoring: lessons from a training school partnership and their wider implications, Journal of Education for Teaching, 32(1), 37-52.
17. Williams, A. & Scares, A. (2002) Sharing roles and responsibilities in initial teacher training: perceptions of some key players, Cambridge Journal of Education, 32(1), 91-107.