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What's the Point of Initial Teacher Training? Former Trainee Voice on the Influence of In-Service ITT upon the Practice of Established Post-Compulsory Teachers

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Title: What's the Point of Initial Teacher Training? Former Trainee Voice on the Influence of In-Service ITT upon the Practice of Established Post-Compulsory Teachers
Language: English
Authors: Burton, Steven (ORCID 0000-0002-7529-4280)
Source: Research in Post-Compulsory Education. 2020 25(3):337-358.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 22
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Descriptors: Foreign Countries, Inservice Teacher Education, Role of Education, Teacher Attitudes, Educational Attitudes, Teacher Motivation, Professionalism, Professional Identity, Teaching Skills, Professional Continuing Education, Educational Benefits
Geographic Terms: United Kingdom
DOI: 10.1080/13596748.2020.1802944
ISSN: 1359-6748
Abstract: This article investigates the perceptions of former in-service Initial Teacher Training (ITT) trainees in the post-compulsory sector of the United Kingdom (UK), and identifies how they intellectualised the contribution that successful completion of ITT had made to their practice as teachers. Former trainees reported perceptions of such professional enhancement in three key ways. Firstly, they felt more connected with the sector, connected with their institutions and connected with the realities of teaching following their ITT. Secondly, they felt a greater sense of professionalism, and were able to carry more practical and pedagogical skills into the workplace. Finally, they felt a stronger commitment to their own continuing professional development.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1275225
Database: ERIC
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  Data: What's the Point of Initial Teacher Training? Former Trainee Voice on the Influence of In-Service ITT upon the Practice of Established Post-Compulsory Teachers
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  Data: <searchLink fieldCode="AR" term="%22Burton%2C+Steven%22">Burton, Steven</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7529-4280">0000-0002-7529-4280</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Research+in+Post-Compulsory+Education%22"><i>Research in Post-Compulsory Education</i></searchLink>. 2020 25(3):337-358.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/13596748.2020.1802944
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  Data: This article investigates the perceptions of former in-service Initial Teacher Training (ITT) trainees in the post-compulsory sector of the United Kingdom (UK), and identifies how they intellectualised the contribution that successful completion of ITT had made to their practice as teachers. Former trainees reported perceptions of such professional enhancement in three key ways. Firstly, they felt more connected with the sector, connected with their institutions and connected with the realities of teaching following their ITT. Secondly, they felt a greater sense of professionalism, and were able to carry more practical and pedagogical skills into the workplace. Finally, they felt a stronger commitment to their own continuing professional development.
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      – SubjectFull: Role of Education
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Educational Attitudes
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      – SubjectFull: Teaching Skills
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