ABSTRACT

Over the last four years, initial teacher education in Wales has been fundamentally reformed. The stimulus for those reforms were concerns about the quality of current provision, but more importantly a recognition by the Welsh Government that if their wider reforms of curriculum and assessment were to succeed, then teachers themselves had a key role to play. Teachers would no longer be simply required to ‘deliver’ a curriculum defined by others; they themselves would need to become active agents in realising that curriculum in ways that were appropriate for the children and young people they taught. What is being required is a new vision of teacher professionalism in Wales. But what are the implications of these changes for initial teacher education? The Welsh Government has taken the view that they demand a fundamentally different conception of how initial teacher education is organised, with both universities and schools working closely together to support student teacher learning. This paper sets out the background to these recent reforms, and then examines the way in which three key dimensions of the new model are being implemented in practice. They are: co-construction and governance; integrating university and school perspectives; and re-visioning mentoring.

摘要

在过去的四年中，威尔士的初始师范教育得到了根本性的改革。进行这些改革的动力是对当前服务质量的担忧，但更重要的是，威尔士政府认识到，如果要对他们的课程和评估进行更广泛的改革成功，那么教师本身就可以发挥关键作用。不再仅仅要求教师“交付”他人定义的课程；他们自己将需要成为积极的推动者，以适合他们所教的儿童和年轻人的方式来实现这一课程。所需要的是威尔士教师专业化的新视野。但是这些变化对初等教师的教育意味着什么？威尔士政府认为，他们对初始教师教育的组织方式有根本不同的看法，大学和学校都紧密合作以支持学生教师的学习。本文列出了这些最新改革的背景，然后研究了在实践中实施新模型的三个关键维度的方式。它们是：共建和治理；整合大学和学校的观点；并重新进行指导。然后研究在实践中实施新模型的三个关键维度的方式。它们是：共建和治理；整合大学和学校的观点；并重新进行指导。然后研究在实践中实施新模型的三个关键维度的方式。它们是：共建和治理；整合大学和学校的观点；并重新进行指导。