Current education policy positions teacher professional learning as key to the effectiveness of school systems and identifies the high performing Finnish system, in which all teachers are educated to masters level, as one to be emulated. Such an amibition has many of the hallmarks of decontextualised educational policy borrowing.
One preferred English model is accredited workplace learning in which the learner is supported by a collaborative partnership of school and university, and is premised on a belief that it will offer professional development for early career teachers and significant improvements for schools. This model is as yet untested and under-theorised and it is vital that the pedagogy of this type of professional learning should be better understood.
This seminar series aims to address this issue by exploring the perspectives current national and international research can bring to understanding policy and practice relating to teacher workplace learning on accredited professional awards and, drawing on cross-professional analysis and user groups, develop robust models of school-based coaching and mentoring.Professor Olwen McNamara, University of Manchester
Professor Marion Jones, Liverpool John Moores University
Professor Jean Murray, University of East London
Dr. Grant Stanley, Liverpool John Moores University
Updated: 5-June 2011 2011