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

Alaster Scott Douglas

doi:10.1080/02607476.2011.547035

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

Alaster Scott Douglas

School of Education

Research output: Contribution to journal › Article › peer-review

Abstract

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.

Original language	English
Pages (from-to)	93-106
Journal	JOURNAL OF EDUCATION FOR TEACHING
Volume	37
Issue number	1
DOIs	https://doi.org/10.1080/02607476.2011.547035
Publication status	Published - 2011

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10.1080/02607476.2011.547035

http://dx.doi.org/10.1080/02607476.2011.547035

Cite this

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