Achieving High Quality School Experience in Initial Teacher Education: How Distance Learning and Traditional Programmes are Converging

By Hilary Burgess and Ann Shelton Mayes.

Published by The Learning Collection

Format	Price
Article: Print	$US10.00
Article: Electronic	$US5.00

Teacher quality remains a key international challenge. School experience is a well established element of initial teacher education (ITE) programmes. As the experiential site for drawing together theory and practice, school experience is acknowledged as essential to the development of effective practitioners and to demonstrate the professional standards required for qualified status. However, given the diversity of schools, assuring the quality of school experience is one of the key challenges in ITE. The development of open and distance learning (ODL) ITE programmes has introduced new methodologies, primarily linked to technology enhanced learning, which may offer new solutions to this quality challenge. A review of international ITE research literature suggests that a range of ODL approaches are being adopted in traditional ITE, linked to quality enhancement and personalisation of trainee teacher development. The potential of these approaches to improve the quality of ITE is discussed.

Keywords:	Initial Teacher Education, Open and Distance Learning, Technology Enhanced Learning, Quality Enhancement, School-based Learning, International

The International Journal of Learning, Volume 17, Issue 10, pp.23-36. Article: Print (Spiral Bound). Article: Electronic (PDF File; 654.304KB).

Dr. Hilary Burgess

Reader in Education, School of Education, University of Leicester, Leicester, Leicester, UK

I am a Reader in Education at the University of Leicester, UK. My career began in primary school teaching. Following a move to higher education I have been involved in the development of undergraduate and postgraduate teacher training and education programmes, including distance and e-learning modes. My higher education roles have included Director of Primary Initial Teacher Training, Director of the Doctorate in Education programme and Director for Postgraduate Studies in the Centre for Research in Education and Educational Technology (CREET)at The Open University, UK. I have published extensively in books and journals in the fields of primary teaching, teacher education, mentoring and postgraduate research training.

Prof. Ann Shelton Mayes

Dean, School of Education, The University of Northampton, Northampton, Northampton, UK

My career includes developing accredited initial and continuing teacher training and education in higher education, including distance and e-learning modes, after a career in secondary school teaching and school management. Currently, as Dean of School of Education and Professor in Education, I am involved in programmes for teacher education across all phases, early years professional and the wider school workforce. Publications include books and journals in the field of mentoring, secondary school teacher training and education. Consultancies on distance learning in teacher education in Africa and US.

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