Teacher learning: towards a professional academy

Abstract

In this paper we outline how the Institute of Education's new Master of Teaching degree for teachers in their early professional development applies the concept of scholarship of teaching, developed originally in the context of higher education teaching, to the education and development of teachers at primary, secondary and post‐compulsory level in order to foster intellectual dimensions of teaching. We delineate how we are working towards new approaches to pedagogy around computer‐mediated communication drawing on social interactionist perspectives on learning and the notion of knowledge construction. We argue that unless such novel ways to teacher development are conceived and unless higher education teacher education is prepared to re‐conceptualize its role, purpose and nature, lifelong teacher learning is in danger of remaining mere rhetoric.

Notes

† Formerly Reader in Education and Assistant Dean: ITE at the Institute of Education, Dr David Lambert is currently Chief Executive of the Geographical Association.

* Corresponding Author: Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL. Email: [email protected]

* Corresponding Author: Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL. Email: [email protected]

See http://www.ioe.ac.uk/mtcg/

With thanks to those participants and tutors who gave permission to reproduce their e‐mail correspondence.

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Additional information

Notes on contributors

Caroline Daly *

† Formerly Reader in Education and Assistant Dean: ITE at the Institute of Education, Dr David Lambert is currently Chief Executive of the Geographical Association. * Corresponding Author: Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL. Email: [email protected]