Mastering teaching and learning through pedagogic partnership: a vision and framework for developing ‘collaborative resonance’ in England

Totterdell, M, Hathaway, T and la Velle, L (2011) 'Mastering teaching and learning through pedagogic partnership: a vision and framework for developing ‘collaborative resonance’ in England.' Professional Development in Education, 37 (3). pp. 411-437. ISSN 1941-5257

Official URL: https://doi.org/10.1080/19415257.2010.510003

Abstract

The design and early implementation of a major national design initiative in England, the Masters in Teaching and Learning (MTL), is described in this paper. This novel hybrid master’s degree seeks to span the traditional academic–practitioner divide, reconstitute the theory‐practice dynamic as reciprocal and co‐construct an authentic signature pedagogy for teacher professionals drawing on contextualised theories of learning and teaching. The historical, theoretical and pedagogic foundations of the programme of professional enhancement are described at the outset of the implementation of this new model of early career development in the South West of England through the formation of university provider consortia, stringent processes of validation and critical milestone reviews including trainer and coach training, recruitment and first inauguration of the programme.

Item Type: Article
Keywords: teachers’ professional knowledge, professional development, design initiative, professional partnership
Divisions: Institute for Education
Date Deposited: 20 Nov 2018 10:32
Last Modified: 23 Nov 2018 15:06
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