Transformations in Learning and Teaching through Initial Teacher Education

Autor/inn/en	Stevens, David; Hodges, Gabrielle Cliff; Gibbons, Simon; Hunt, Philippa; Turvey, Anne
Titel	Transformations in Learning and Teaching through Initial Teacher Education
Quelle	In: Literacy, 40 (2006) 2, S.97-105 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/j.1467-9345.2006.00438.x
Schlagwörter	Foreign Countries; Student Teachers; English Teachers; Transformative Learning; Preservice Teacher Education; Teaching Experience; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Pädagogische Transformation; Lehramtsstudiengang; Lehrerausbildung
Abstract	In England, little research has been carried out into how pre-service secondary English teachers transform what they know as they learn to teach. They are seldom asked to reflect explicitly on the connections between the pedagogy of their undergraduate studies and their pedagogical experiences as student teachers. The initial teacher education committee of the National Association for the Teaching of English decided to explore these connections by asking student teachers on English Postgraduate Certificate in Education (PGCE) courses in five different university departments of education to respond to a series of questions at the start and end of the academic year 2004-2005. The questions fall into four broad areas: student teachers' experiences as learners at undergraduate level and developing ideas about teaching; the nature of the subject English; tensions encountered during the PGCE course; new learning about teaching. The purpose of this article is to discuss some patterns emerging from the research. The most prominent of these is student teachers' realisation that good teaching comes from teachers seeing themselves as learners. We argue that "reflexivity" (Moore, 2004) is a valuable way to help student teachers begin to understand this transformation from learner into learning teacher. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10