Student teachers’ experiences of initial teacher preparation in England: core themes and variation

HOBSON, Andrew, MALDEREZ, Angi, TRACEY, Louise, GIANNAKAKI, Marina, PELL, Godfrey and TOMLINSON, Peter. D (2008). Student teachers’ experiences of initial teacher preparation in England: core themes and variation. Research Papers in Education, 23 (4), 407-433.

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Official URL: http://dx.doi.org/10.1080/02671520701809825
Link to published version:: https://doi.org/10.1080/02671520701809825
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    Abstract

    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.

    Item Type: Article
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Sheffield Institute of Education
    Identification Number: https://doi.org/10.1080/02671520701809825
    Page Range: 407-433
    Depositing User: Lorna Greaves
    Date Deposited: 24 Sep 2012 10:38
    Last Modified: 17 Apr 2015 10:53
    URI: http://shura.shu.ac.uk/id/eprint/6092

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