Student teachers' experiences of initial teacher preparation in England:Core themes and variation


Autoria(s): Hobson, Andrew J.; Malderez, Angi; Tracey, Louise; Giannakaki, Marina; Pell, Godrey; Tomlinson, Peter D.
Data(s)

01/12/2008

Resumo

Drawing on data generated via large-scale survey and in-depth interview methods, this article reports findings which show that being a student teacher in early-twenty-first-century England is a demanding personal experience which requires considerable engagement and commitment in the face of built-in challenges and risks, and which engenders, for many, highly charged affective responses. Student teachers are centrally concerned during this time with their (changing) identities, their relationships with others and the relevance of course provision. Findings also indicate that, in some respects, student teachers’ accounts of their experiences are systematically differentiated according to a number of factors, notably the initial teacher preparation route being followed, their age, and their prior conceptions and expectations of teaching and of learning to teach. These findings are situated in the broader literature on teacher development and some implications for teacher educators are discussed. © 2008 Taylor & Francis

Identificador

http://pure.qub.ac.uk/portal/en/publications/student-teachers-experiences-of-initial-teacher-preparation-in-england(f9b3fb81-7ab2-489c-81a0-ba2790591d1c).html

http://dx.doi.org/10.1080/02671520701809825

Idioma(s)

eng

Direitos

info:eu-repo/semantics/restrictedAccess

Fonte

Hobson , A J , Malderez , A , Tracey , L , Giannakaki , M , Pell , G & Tomlinson , P D 2008 , ' Student teachers' experiences of initial teacher preparation in England : Core themes and variation ' Research Papers in Education , vol 23 , no. 4 , pp. 407-433 . DOI: 10.1080/02671520701809825

Palavras-Chave #student teacher #initial teacher preparation #emotion #teacher identity #relationships #relevance
Tipo

article