Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/10758
Title: Mastering teaching and learning through pedagogic partnership: a vision and framework for developing 'collaborative resonance' in England
Contributor(s): Totterdell, Michael (author); Hathaway, Tanya (author); la Velle, Linda (author)
Publication Date: 2011
DOI: 10.1080/19415257.2010.510003
Handle Link: https://hdl.handle.net/1959.11/10758
Abstract: The design and early implementation of a major national design initiative in England, the Masters in Teaching and Learning (MTL), is described in this paper. This novel hybrid master's degree seeks to span the traditional academic-practitioner divide, reconstitute the theory-practice dynamic as reciprocal and co-construct an authentic signature pedagogy for teacher professionals drawing on contextualised theories of learning and teaching. The historical, theoretical and pedagogic foundations of the programme of professional enhancement are described at the outset of the implementation of this new model of early career development in the South West of England through the formation of university provider consortia, stringent processes of validation and critical milestone reviews including trainer and coach training, recruitment and first inauguration of the programme.
Publication Type: Journal Article
Source of Publication: Professional Development in Education, 37(3), p. 411-437
Publisher: Routledge
Place of Publication: London, United Kingdom
ISSN: 1941-5265
1941-5257
Field of Research (FOR): 130103 Higher Education
130313 Teacher Education and Professional Development of Educators
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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