5 November 2012 , 5 pmOrganised by the Philosophy of Education Society of Great Britain in association with the Graduate School of Education, and Education departments at the University of Bath and Bath Spa University
Public Lecture: 5 November 2012, 5-6.30pm
Room 4.10, Graduate School of Education, 35 Berkeley Square, Clifton, Bristol, BS8 1JA.
Teacher education programmes have come under scrutiny, with growing pressure to make them more “vocationally relevant”. However their theoretical content need not be compromised where beginning teachers are conceived as apprentices (i.e. junior employees). Apprenticeship models in many countries, including the German dual system, include academic study applied, in a controlled way, to practice. The integration of theory into practice can take place at least as well through induction as a junior employee, provided that there is a rigorous selection process prioritising the intellectual ability of the aspiring teacher.