The different learning opportunities afforded student teachers in four secondary school subject departments in an initial teacher education school-university partnership in England

This article investigates the learning opportunities in school subject departments for student teachers when participating in a postgraduate certificate of education (PGCE) course in England. The paper draws upon data gathered from a year-long ethnographic study to explain why learning opportunities...

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Bibliographic Details
Published in:Journal of education for teaching : JET 2011-02, Vol.37 (1), p.93-106
Main Author: Douglas, Alaster Scott
Format: Article
Language:English
Subjects:
Acculturation
Apprenticeships
Colleges
Education
Educational partnerships
England
Ethnography
Evaluation
Feedback (Response)
Foreign Countries
Higher Education
Imitation
initial teacher education partnerships
Innovation
Interviews
Learning
Mentors
Partnerships in Education
school subject departments
Secondary school students
Secondary school teachers
Secondary Schools
student teacher learning
Student Teachers
Teacher Education
Teachers
Wales
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Summary:This article investigates the learning opportunities in school subject departments for student teachers when participating in a postgraduate certificate of education (PGCE) course in England. The paper draws upon data gathered from a year-long ethnographic study to explain why learning opportunities were different for student teachers in separate school departments. Discussion focuses on three identified types of learning (learning by imitation, enculturation and innovation) and analyses how initial teacher education (ITE) resources were used within the school departments in order to work on student teacher learning. The paper concludes by highlighting some pertinent issues for ITE, and the implications of these for designing ITE programmes in the future.
ISSN:0260-7476
1360-0540
DOI:10.1080/02607476.2011.547035