• Login
    View Item 
    •   Home
    • E Theses
    • Education, Health & Science
    • View Item
    •   Home
    • E Theses
    • Education, Health & Science
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of UDORACommunitiesTitleAuthorsIssue DateSubmit DateSubjectsThis CollectionTitleAuthorsIssue DateSubmit DateSubjects

    My Account

    LoginRegister

    About and further information

    AboutOpen Access WebpagesOpen Access PolicyTake Down Policy University Privacy NoticeUniversity NewsTools for ResearchersLibraryUDo

    Statistics

    Display statistics

    The emerging professional: exploring student teachers’ developing conceptions of the relationship between theory and practice in learning to teach.

    • CSV
    • RefMan
    • EndNote
    • BibTex
    • RefWorks
    Thumbnail
    Name:
    thesis final.pdf
    Size:
    3.993Mb
    Format:
    PDF
    Download
    Authors
    Knight, Rupert
    Advisors
    Poultney, Val
    Issue Date
    2014-10-23
    
    Metadata
    Show full item record
    Abstract
    A shift of Initial Teacher Education (ITE) towards school-based training is underway in England, calling into question the place of a theoretical basis for teaching. Re-examining the relationship between educational theory and classroom practice is therefore particularly timely and links to long-standing discussions in the literature on what constitutes teachers’ professional knowledge, the specific tensions between theory and practice in education and the implications for the structure of ITE. The study is rooted in models of teacher knowledge, of theory and practice nexus and of student teacher development. Within this context, the research offers new insight, picking up where previous studies have left off, by charting over a period of time what happens to students’ initial preconceptions about theory and practice and investigating whether, how and why these change in the course of the subsequent journey to first employment. This is a longitudinal case study: five participants, representing a diverse range of profiles from a 2011-12 cohort, form the case group and data were collected before the course, through various stages of the programme and into first teaching posts through interviews, focus groups and documentary analysis. To contextualise the central case study, survey data from the wider Postgraduate Certificate in Education (PGCE) cohort were also gathered. The research finds these students to be far from naïve as they entered training but identified important shifts in the understanding and role of theory during the PGCE experience. Openness to theoretical perspectives is evident and far from being diminished by practical experience, this comes to assume a more prominent place as the course progresses. By exploring this journey, which culminates in a profile of the thinking of a newly qualified professional in the workplace, a contribution is made to current understanding of the development of knowledge for teaching that may help to inform future programme design. More specifically, the role of the university is reconsidered and suggestions are made for ways of working with students at the various stages of the process.
    Publisher
    University of Derby
    URI
    http://hdl.handle.net/10545/333476
    Type
    Thesis or dissertation
    Language
    en
    Collections
    Education, Health & Science

    entitlement

     
    DSpace software (copyright © 2002 - 2021)  DuraSpace
    Quick Guide | Contact Us
    Open Repository is a service operated by 
    Atmire NV
     

    Export search results

    The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

    By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

    To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

    After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.