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Entry to initial teacher education programmes

McKinney, Stephen and Philpott, Carey (2011) Entry to initial teacher education programmes. In: Scottish Educational Research Association 2011 Stirling UK, 2011-11-24 - 2011-11-25.

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Abstract

One of the recommendations of the Donaldson Report is that: Selection for entry to initial teacher education programmes should be made more rigorous, drawing on existing best practice and using a wider set of selection criteria. (Recommendation 4) While this recommendation may be welcomed by the Scottish educational community, it is not clear that there is sufficient evidence on best practice in selection procedure in Scotland to pursue this recommendation. This small-scale research project sought to explore what is considered to be existing best practice by examining the selection procedures and methods that are currently used by the initial teacher education programmes in Scotland. The research consisted of a questionnaire sent to the admissions officers for ITE throughout Scotland. The admissions officers were asked to explain their selection criteria and the current methods used. The results enabled a map of the full range and extent of current practice in Scotland to be constructed. Further, they were asked to explain their choice of methods and evaluate the effectiveness of these methods. This map and these insights of the effectiveness of the methods are important data that can be used to inform the policy debate that has arisen from the Donaldson Report.

Item type: Conference or Workshop Item (Paper)
ID code: 44540
Keywords: teacher education programmes, Scottish educational community, best practice , selection procedure, donaldson report, Theory and practice of education, Education
Subjects: Education > Theory and practice of education
Department: Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
Depositing user: Pure Administrator
Date deposited: 26 Aug 2013 12:48
Last modified: 19 Feb 2019 01:17
Related URLs:
URI: https://strathprints.strath.ac.uk/id/eprint/44540
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