'I Came out Feeling Scared and Pressured, and Just Like a Number': Undergraduate Education Studies Students' Perceptions of Postgraduate Initial Teacher Education (ITE) Routes and Selection Processes for 2016-17

Autor/inn/en	Purves, Ross; Pulsford, Mark
Titel	'I Came out Feeling Scared and Pressured, and Just Like a Number': Undergraduate Education Studies Students' Perceptions of Postgraduate Initial Teacher Education (ITE) Routes and Selection Processes for 2016-17
Quelle	In: Teacher Education Advancement Network Journal, 10 (2018) 1, S.50-61 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2054-5266
Schlagwörter	Preservice Teacher Education; Student Attitudes; Undergraduate Students; Graduate Study; Teacher Education Programs; Foreign Countries; Educational Practices; Student Recruitment; Educational Environment; Power Structure; Elementary Secondary Education; Teaching Methods; Conventional Instruction; Lecture Method; Theory Practice Relationship; Experiential Learning; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Aufbaustudium; Graduiertenstudium; Hauptstudium; Ausland; Bildungspraxis; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	This paper reports on one phase of a research project examining the National College of Teaching and Leadership's (NCTL) revised methodology for the allocation of postgraduate ITE places for the 2016-17 academic year. The paper's focus is the often-neglected voices of applicants as they negotiated this process, for whom this revised methodology 'pilot' year was their first and potentially only engagement with the ITE recruitment system, and doing so often represented a significant personal milestone on a life-long journey towards a career in the classroom. In all, 21 participants from a large Undergraduate Education Studies degree took part in focus groups or interviews during May and June 2016 about their experiences of applying and interviewing for a range of ITE routes and providers. The findings indicate the significance of (assumed) differences between University-based and School-based routes in shaping applicants' perceptions of their experiences; the impact of the frenetic atmosphere generated by the 'race' to secure a place during this recruitment cycle; and applicants' varied responses to providers' tactics and reported 'gaming' of the system. Implications and recommendations for ITE providers are made, set briefly in the context of the 'teacher recruitment crisis' and the direction of travel for ITE provision. (As Provided).
Anmerkungen	University of Cumbria. LED Research Centre, Fusehill Street, Carlisle, Cumbria, England CA1 2HH. Tel: +44-1228-616338; Web site: http://ojs.cumbria.ac.uk/index.php/TEAN
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01