Abstract
In this chapter we set out to do three things:
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(1)
Explain why London Metropolitan University adopted a rights-respecting approach to teacher education and illustrate what implications this had for our programme.
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(2)
Discuss three themes that have emerged from our evaluations about the impact of the course on the student teachers.
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(3)
Focus on the English course to illustrate how a rights-based approach can be used to re-imagine and re-construct a training programme.
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© 2012 Lee Jerome and Andrew McCallum
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Jerome, L., McCallum, A. (2012). Promoting a Rights-Based Perspective in Initial Teacher Education. In: Shuayb, M. (eds) Rethinking Education for Social Cohesion. Education, Economy and Society. Palgrave Macmillan, London. https://doi.org/10.1057/9781137283900_12
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DOI: https://doi.org/10.1057/9781137283900_12
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