Mastering teaching and learning through pedagogic partnership: a vision and framework for developing 'collaborative resonance' in England

Title
Mastering teaching and learning through pedagogic partnership: a vision and framework for developing 'collaborative resonance' in England
Publication Date
2011
Author(s)
Totterdell, Michael
Hathaway, Tanya
la Velle, Linda
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Routledge
Place of publication
United Kingdom
DOI
10.1080/19415257.2010.510003
UNE publication id
une:10953
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.
Link
Citation
Professional Development in Education, 37(3), p. 411-437
ISSN
1941-5265
1941-5257
Start page
411
End page
437

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