Masters-level Teacher Preparation

Abstract

This chapter explores the idea of Masters-level Initial Teacher Education (ITE), beginning by looking at the wider global context which reflects a drive towards increasing Masters-level ITE, but with limited empirical evidence as to its effectiveness and a variety of claims as to its potential impact. It then goes on to examine aspects of the policy context in Scotland that influence a growing move towards increased Masters-level ITE. This is followed by an overview of current practices, identifying three broad approaches: credits in courses, integrated Masters and full Masters. This chapter concludes by suggesting that while the direction of travel is clear, the underpinning rationale is much less so.

Citation

Kennedy, A. and Carse, N. (2020), "Masters-level Teacher Preparation", Shanks, R. (Ed.) Teacher Preparation in Scotland (Emerald Studies in Teacher Preparation in National and Global Contexts), Emerald Publishing Limited, Leeds, pp. 137-149. https://doi.org/10.1108/978-1-83909-480-420201012