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Addressing teacher workload in Initial Teacher Education (ITE): Advice for ITE providers

Addressing teacher workload in Initial Teacher Education (ITE): Advice for ITE providers

Green, Michael (2018) Addressing teacher workload in Initial Teacher Education (ITE): Advice for ITE providers. Other. Department for Education (DfE).

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Abstract

High workload is one of the most commonly cited drivers for teachers leaving the profession and can be a disincentive for potential new teachers to join1. The most effective actions to reduce workload are those that encourage better teaching – by focusing on what makes the most difference, supported by evidence, and making best use of teacher time.

This advice sets out principles, considerations and examples of practical support to address workload within and through ITE, including how the ITE sector has been responding to the specific recommendations in the three workload reports on marking, planning and data management. It has been produced in consultation with ITE providers, Ofsted, the Universities Council for the Education of Teachers (UCET), the National Association of School-Based Teacher Trainers (NASBTT) and teaching unions.

Item Type: Monograph (Other)
Uncontrolled Keywords: Teacher Workload, Initial Teacher Education, ITE, workload, trainee teachers
Subjects: L Education > LB Theory and practice of education
Faculty / Department / Research Group: Faculty of Education & Health
Faculty of Education & Health > Department of Teacher Education
Last Modified: 10 Nov 2018 23:52
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
URI: http://gala.gre.ac.uk/id/eprint/22099

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