Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/3129
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dc.contributor.authorJackson, Alison-
dc.contributor.authorEady, Sandra-
dc.date.accessioned2016-08-31T05:32:00Z-
dc.date.issued2012-02-
dc.identifier.urihttp://hdl.handle.net/1893/3129-
dc.description.abstractIn 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.en_UK
dc.language.isoen-
dc.publisherTaylor & Francis (Routledge) / International Professional Development Association (IPDA)-
dc.relationJackson 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.-
dc.rightsThe 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).-
dc.subjectprofessional developmenten_UK
dc.subjectMasters accreditationen_UK
dc.subjectteachersen_UK
dc.subject.lcshTeachers In-service training-
dc.subject.lcshTeachers Professional relationships-
dc.titleTeaching as a Masters Profession in England: the need for continued debateen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31T00:00:00Z-
dc.rights.embargoreasonThe publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.-
dc.identifier.doihttp://dx.doi.org/10.1080/19415257.2011.554714-
dc.citation.jtitleProfessional Development in Education-
dc.citation.issn1941-5257-
dc.citation.volume38-
dc.citation.issue1-
dc.citation.spage149-
dc.citation.epage152-
dc.citation.publicationstatusPublished-
dc.citation.peerreviewedRefereed-
dc.type.statusPublisher version (final published refereed version)-
dc.identifier.urlhttp://www.tandfonline.com/toc/rjie20/current-
dc.author.emailsandra.eady@stir.ac.uk-
dc.citation.date12/01/2012-
dc.contributor.affiliationUniversity of Cumbria-
dc.contributor.affiliationInitial Teacher Education-
dc.rights.embargoterms2999-12-31-
dc.rights.embargoliftdate2999-12-31-
Appears in Collections:Faculty of Social Sciences Journal Articles

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