Implementing a curriculum that supports professional autonomy in teacher education
8 min read
BECKY MANTON, SENIOR LECTURER AND PROGRAMME LEADER FOR BEd, UNIVERSITY OF DERBY, UK
CHARLOTTE MOSEY, ASSISTANT HEAD OF DISCIPLINE PRIMARY ITT/E, UNIVERSITY OF DERBY, UK
AMY THORNTON, SENIOR LECTURER AND SCIENCE SUBJECT LEADER, UNIVERSITY OF DERBY, UK
This perspective piece is a response to the Chartered College of Teaching working paper ‘Revisiting the notion of teacher professionalism’ (Müller and Cook, 2024). We will explore teacher professionalism and the University of Derby’s initial teacher training and education (ITT/E) approach to embedding this as part of our curriculum design. When creating the curriculum for our undergraduate provision ahead of 2024, we were cognisant that the initial teacher training and early career framework (ITTECF) (DfE, 2024) is a minimum entitlement and not a full curriculum. As a response, blending concepts of educational theory, research and practice were at the centre of our decision-making when sequencing and planning content and the d
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