ABSTRACT

For nearly 40 years the quality and value of the contribution of universities to initial teacher education has been brought into question. This is particularly so in England where the ongoing ‘discourse of derision’ has resulted in universities no longer being seen as necessary partners in the process. More recently, similar challenges have taken place in other countries such as USA and Australia. However in 2013, when the Welsh Government turned its attention to the apparent low quality of its current provision, rather than challenging the role of universities, it chose to strengthen their contribution. There were however to be important changes that insisted that universities put the student teacher learning at the heart of course planning, that universities clarify their own distinctive contribution and that they work in close collaboration with schools. While this approach to initial teacher education is not new, this is the first time that such a model has been implemented on a national scale. This paper outlines the nature, rationale and underlying research for the reforms in Wales. It concludes by speculating on their likely impact in raising the quality of provision and securing the future contribution of universities to teachers’ learning.

摘要

近40年来，大学对初等师范教育的贡献的质量和价值受到质疑。在英格兰尤其如此，持续不断的“嘲讽话语”导致大学不再被视为这一过程中的必要伙伴。最近，在美国和澳大利亚等其他国家也发生了类似的挑战。但是，在2013年，威尔士政府将注意力转移到当前提供的服务明显质量低下的时候，而不是挑战大学的作用，而是选择加强其贡献。但是，发生了一些重要的变化，坚持要求大学将学生教师的学习作为课程计划的核心，大学阐明自己的独特贡献，并与学校紧密合作。尽管这种初始教师教育的方法并不新鲜，但这是第一次在全国范围内实施这种模式。本文概述了威尔士改革的性质，理论基础和基础研究。最后，通过推测它们对提高提供质量和确保大学对教师学习的未来贡献可能产生的影响。