英文摘要 |
The Scottish school education and initial teacher education differ from those in other parts of the UK, arguably shaped by beliefs in egalitarian and inclusion. In recent decade, the national curriculum of 'Curriculum for Excellence' has been promoted in the Scottish schools, resulting in creative changes in the initial teacher education. These changes contribute to a dynamic system of career-long teacher professional development in Scotland, which features university-school partnership. This study focuses on multiple narratives in the initial teacher education, including public debates, educational policies, and personal narratives from teacher educators and student teachers. Analysis on these narratives suggests that, as the active designer of school-based curriculum, both in-service and preservice teachers are expected to demonstrate competences in reflection, curriculum design, pupil engagement, continuous professional development and commitment, beyond textbook-based teaching..
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