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Partnership-based Initial Teacher Education in England: A Discussion of the Oxford Internship Scheme in the Light of Past and Current Reform Agendas

verfasst von : Dr. Hubert Ertl

Erschienen in: Governance in der Lehrerausbildung: Analysen aus England und Deutschland

Verlag: Springer Fachmedien Wiesbaden

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Zusammenfassung

Dieser Beitrag stellt die grundlegenden Strukturmerkmale des Oxford Internship Scheme (OIS) vor und diskutiert die für seine Entwicklung maßgeblichen Kontextfaktoren. Das OIS ist ein Lehrerausbildungsmodell, das zu einem Abschluss mit dem Postgraduate Certificate of Education (PGCE) führt. Der Beitrag beschreibt die enge Zusammenarbeit zwischen dem Department of Education an der Universität Oxford und lokalen Gesamtschulen als zentrales Strukturmerkmal des OIS, das alle bestimmenden Aspekte der Ausbildung von angehenden Lehrkräften (interns) regelt. Obwohl die zentralen Merkmale und Strukturen des OIS vor mehr als 25 Jahren entwickelt wurden, haben sich die zugrunde liegende konzeptuelle Basis sowie die leitenden Prinzipien als flexibel genug erwiesen, um Veränderungen im politischen Umfeld Rechnung tragen zu können, ohne die spezifische Ausrichtung des OIS zu verlieren.

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Vorheriges Kapitel Legal Aspects of Initial Teacher Education in England

Nächstes Kapitel Studying and Learning in Initial Teacher Education in England

The following overview was compiled from course programme specifications of recent years (see OUDE 2010, for the most recent publicly available specifications) and other descriptive material (OUDE 2009; OUDES 2003). For the initial structural outline of Scheme in the late 1980s see Benton (1990a) and Hagger (1990).

Currently, the course covers seven subjects: English, geography, history, mathematics, modern foreign languages (French, German, Spanish, Italian), religious studies and science (Biology, Chemistry, Physics).

Practical guidance on the collaboration of different kinds of teaching and mentoring staff as well as on the day-to-day management of the Scheme can be found in McIntyre et al. (1994).

For an overview of the development of structured teacher training provision, including the relative importance of different types of programmes, from the 1960s to the early 1990s, see Furlong et al. (2000).

For the contextual background of the debate on degree worthiness and the institutional position of teacher education within or outside higher education see Furlong and Lawn (2010), Furlong (2001) and Bell (1981).

It should be mentioned that, at the time of the development of the OIS, different models for solving these problems discussed here were considered, most importantly the theory-intopractice model and the apprenticeship model. For an outline of these alternative models and the reasons why they were not adopted see McIntyre (1990, p. 27 f.).

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Titel: Partnership-based Initial Teacher Education in England: A Discussion of the Oxford Internship Scheme in the Light of Past and Current Reform Agendas
verfasst von: Dr. Hubert Ertl
Verlag: Springer Fachmedien Wiesbaden
Buch: Governance in der Lehrerausbildung: Analysen aus England und Deutschland
Print ISBN: 978-3-658-05893-7

Electronic ISBN: 978-3-658-05894-4

Copyright-Jahr: 2015
DOI: https://doi.org/10.1007/978-3-658-05894-4_5