The challenge of transformation: Å arbeide med kunnskapsproblemet i lærerutdanningen

Autor: Viv Ellis

Publikováno v: Acta Didactica Norge, Vol 10, Iss 2 (2016)

Abstract I read the articles in this special issue at a time of continuing turbulence in the policy environment in England, particularly for teacher education and particularly for university involvement in this activity. Yet as I read the papers in t

Externí odkaz: https://doaj.org/article/99a17ab00a434ce39e7a02bea12b572d

‘Come to a screeching halt’: Can change in teacher education during the COVID-19 pandemic be seen as innovation?

Autor: Viv Ellis, Sarah Steadman, Qiming Mao

Publikováno v: European Journal of Teacher Education. 43:559-572

Based on interviews with a global sample of ITE leaders, this paper explores whether the changes forced on institutions and individuals as a result of the COVID-19 global pandemic can be classed as...

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::9100c2dc57dad6d37134e3d27f625d13
https://doi.org/10.1080/02619768.2020.1821186

Innovation in teacher education: Collective creativity in the development of a teacher education internship

Autor: Ann Childs, Viv Ellis

Publikováno v: Ellis, V & Childs, A 2019, ' Innovation in Teacher Education : Collective Creativity in the Development of a Teacher Education Internship ', TEACHING AND TEACHER EDUCATION, vol. 77, pp. 277-286 . https://doi.org/10.1016/j.tate.2018.10.020

This article reports on research into the development of a teacher education internship scheme at Oxford University from 1973 to 1987. Based on an analysis of an archive of documents and interviews with key protagonists, the paper uses insights from

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d74560734f2136bdef0127a8071e874a
https://doi.org/10.1016/j.tate.2018.10.020

Mediating ‘School Direct’: The enactment of a reform policy by university-based teacher educators in England

Autor: David Spendlove, Viv Ellis

Publikováno v: Ellis, V & Spendlove, D 2020, ' Mediating ‘School Direct’: The enactment of a reform policy by university-based teacher educators in England ', British Educational Research Journal . https://doi.org/10.1002/berj.3607
Ellis, V & Spendlove, D 2020, ' Mediating ‘school direct’ : the enactment of a reform policy by university-based teacher educators in England ', British Educational Research Journal, vol. 46, no. 5, pp. .949-966 . https://doi.org/10.1002/berj.3607

The period 2010 to 2014 is widely acknowledged as a time of highly significant education reform in England, including of Initial Teacher Education (ITE). The Conservative–Liberal Democrat coalition government introduced a programme of ‘school-led

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f30ca13c84e8f9477aff788cfdeac486
https://pure.manchester.ac.uk/ws/files/164397153/Ellis_Spendlove_AAM_291119.pdf

Teacher education and the GERM: policy entrepreneurship, disruptive innovation and the rhetorics of reform

Autor: Viv Ellis, Tom Are Trippestad, Sarah Steadman

Publikováno v: Ellis, V, Steadman, S & Trippestad, T A 2019, ' Teacher Education and the GERM : Policy Entrepreneurship, Disruptive Innovation and the Rhetorics of Reform ', EDUCATIONAL REVIEW, vol. 71, no. 1, pp. 101-121 . https://doi.org/10.1080/00131911.2019.1522040

This article addresses the question: how do a new cadre of teacher education providers in England, imbued in the discourses of the Global Education Reform Movement, construct the problem of a supposedly “failing” existing teacher education system

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::16aa4efa926448f39e94c7da176177fd
https://doi.org/10.1080/00131911.2019.1522040