Learning-to-Learn and Learning-to-Teach: The Impact of Disciplinary Subject Study on Student-Teachers' Professional Identity

Autor/in	Rogers, Graham
Titel	Learning-to-Learn and Learning-to-Teach: The Impact of Disciplinary Subject Study on Student-Teachers' Professional Identity
Quelle	In: Journal of Curriculum Studies, 43 (2011) 2, S.249-268 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
Schlagwörter	Foreign Countries; Student Teachers; Teaching Experience; Epistemology; Evidence; Program Effectiveness; Intellectual Disciplines; Pedagogical Content Knowledge; Constructivism (Learning); Professional Personnel; Identification (Psychology); United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Erkenntnistheorie; Evidenz; Geisteswissenschaften; Pädagogische Kompetenz; Personalbestand
Abstract	A coherent view of student-teachers' preparation and the learning experiences to which they are exposed are key to sustaining the relevance of university-based teacher-education programmes. Arguably, such coherence is lacking and the research base to an understanding of the student-teacher experience is still a relatively limited one. This paper takes the view that student-teachers' epistemological growth is a key component of their professional development, their sense of identity as intending teachers, and their successful entry into a teaching career. In adopting a phenomenographic approach it explores a chain of evidence which demonstrates that immersion in the processes of learning and knowing, within a specific disciplinary context, had a significant impact on students' emerging professional identities and on their values as teachers which extends beyond the subject matter itself. Arguably, the findings of this case-study hold important implications for a teacher-education programme and for effective pedagogic practice. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10