A First - a publication on cultural disruptors in initial teacher education

New findings from ILSTE research discusses Teaching Performance Assessments as cultural disruptors in Initial Teacher Education. Based on a multi-institutional study, a new book edited by Professor Claire Wyatt-Smith, Professor Lenore Adie and Professor Joce Nuttall investigates the relationship between policies intended to foster classroom-ready teachers and programmatic responses in Initial Teacher Education.

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