The power of continuity in graduate teacher education master's programmes

摘要

The intentional development of continuity as it applies to programme structure, themes and outcomes is examined for their power in providing a coherent circular connection between the philosophy, operation, assessment and outcomes of a graduate teacher education programme. It is argued that the intentional development of programme continuity will address the emergence of standards as evaluative criteria and in meeting the characteristics of a constructivist learning model. The results of the specific designs of continuity provide for a meaningful learning and a true professional growth experience for the graduate student as well as a coherent programme delivery model.