Book chapter 2024

Diversity, Change and Continuity: Developing Institutional Policy at the Manchester Metropolitan University

HJ
Hogbin, Jack W.G.
 CP
Cockett, Pat
 HD
Hustler, David
Developing Competent Teachers: Approaches to Professional Competence in Teacher Education
Journal · pp. 41-55
Abstract

The Didsbury School of Education at The Manchester Metropolitan University, is one of the largest Teacher Education units in the UK, with initial teacher education courses for intending secondary teachers (mainly 1-year Post Graduate Certificate in Education) involving 642 students in 1995 (across 13 subjects) and for primary involving 675 4-year BEd students and 86 PGCE students. In addition, there are over 1,000 students registered for various continuous professional development awards. There are 115 full-time academic staff. © David Fulton Publishers 1996.

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Author Affiliations
Manchester Metropolitan University, Manchester, Greater Manchester, United Kingdom
Funding & Acknowledgements
No funding information
References 11 References
1 Limits of Competence, (1994)
2 Competence Based Approaches to Teacher Education Viewpoints and Issues, (1992)
3 Elliott, John, A Model of Professionalism and its Implications for Teacher Education, British Educational Research Journal, 17, 4, pp. 309-318, (1991)
4 Change Forces Probing the Depths of Educational Reform, (1993)
5 Changing Teachers Changing Times Teachers Work and Culture in the Postmodern Age, (1994)
6 Teacher Education in Industrialized Nations, (1995)
7 The Challenge of Competence, (1995)
8 Challenge of Competence Professionalism Through Vocational Education and Training, (1995)
9 Louis, Karen Seashore, Beyond x2018
10 Managed Change’: Rethinking How Schools Improve, School Effectiveness and School Improvement, 5, 1, pp. 2-24, (1994)
11 Improving the Urban High School What Works and Why, (1990)
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