Dec 12 2024 53 mins 2
One of the perks of hosting the podcast is that we get to invite people who’ve influenced us to come on as guests, and in our world of teacher education, there are few people who’ve had more influence on us than Professor Trevor Mutton from the University of Oxford. Co-author of a huge number of articles and books that have shaped our thinking about how new teachers learn, we’ve been privileged to work with Trevor for a number of years.
Now, we’ve managed to get him into the studio to discuss an article he’s co-authored about Initial Teacher Education, whether we as a profession have a clear story to tell about how we educate new teachers, and why that matters. But the discussion ranges more widely than the article, looking at how teacher education policy in England has moved in a different direction from that in Wales, and chewing over some of the really tricky questions around what we believe about what it means to be a profession.
The article we were talking about in the main discussion is: ‘Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter?’ by Clare Brooks, Joanna McIntyre and Trevor Mutton.
The article mentioned by Trevor in something interesting is ‘Educative mentors? The role of classroom teachers in initial teacher education. A New Zealand study’ by Helen Trevethan.
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Recorded in studio B2.15 at Cardiff Metropolitan University's Cyncoed Campus on 6th November 2024.
