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Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Teaching as a Masters Profession in England: the need for continued debate
Authors: Jackson, Alison
Eady, Sandra
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Keywords: professional development
Masters accreditation
Issue Date: Feb-2012
Publisher: Taylor & Francis (Routledge) / International Professional Development Association (IPDA)
Citation: Jackson A & Eady S (2012) Teaching as a Masters Profession in England: the need for continued debate, Professional Development in Education, 38 (1), pp. 149-152.
Abstract: In this paper we suggest that teacher educators in higher education institutions (HEIs) in England are not fully convinced that teaching should be a Masters. Through the ongoing debate with teacher educators concerning ‘teaching as a Masters profession’, it was discovered that it remains difficult for teacher educators to propose a definition of ‘Mastersness’ that satisfies them on a personal or political level.
Type: Journal Article
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Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author; you can only request a copy if you wish to use this work for your own research or private study. (The publisher's policy is that this article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden).
Affiliation: University of Cumbria
Initial Teacher Education

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