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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
Author(s): Jackson, Alison
Eady, Sandra
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Keywords: professional development
Masters accreditation
Teachers In-service training
Teachers Professional relationships
Issue Date: Feb-2012
Date Deposited: 29-Jun-2011
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.
DOI Link: 10.1080/19415257.2011.554714
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