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Creating and developing innovation in initial teacher education curricula

Written by: Jose Oliveira
6 min read
The role of teacher education is inherently linked to the type of teachers that a given system will generate and is likely to influence the direction of travel within the educational sector for years to come (Ellis and McNicholl, 2015). The World Economic Forum (2017), in a recently published white paper, lists eight core design principles when transforming education, with five of them being implicitly or explicitly linked to teacher education. One of these principles, ‘future-ready curricula’, has ambitions to ‘create framework[s] for continuous curriculum review and updating’, alongside ‘design and deliver interventions that […] strengthen employability skills and global citizenship skills’ (World Economic Forum, 2017, p. 13). Despite the desire to innovate, teacher education is slow to do so and resists change (Ellis et al., 2019). Many of the transformations thus far have resulted in little to no overall advances in this field and have often caused more problems th

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References
  • Applebee AN (2008) Curriculum as Conversation: Transforming Traditions of Teaching and Learning. Chicago: University of Chicago Press.
  • Burn K, Hagger H and Mutton T (2015) Beginning Teachers’ Learning: Making Experience Count. Northwich: Critical Publishing.
  • Carter A (2015) Carter review of initial teacher training. Open Government.
  • Counsell C (2020) Better conversations with subject leaders: How secondary senior leaders can see a curriculum more clearly. In: Sealy C and Bennett T (eds) The researchED Guide to the Curriculum: An Evidence-Informed Guide for Teachers, 1st ed. Melton: John Catt Educational Ltd, pp. 95–121.
  • Czerniawski G (2018) Teacher Educators in the Twenty-First Century: Identity, Knowledge and Research. St Albans: Critical Publishing Ltd.
  • Department for Education (DfE) (2019a) Early Career Framework.
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