Session Information
Contribution
Student teachers in England need to collect practice based evidence to meet centrally defined standards for entry to the profession. At first sight this appears a sensible policy, yet teaching contexts vary within and between schools and socio-cultural theory tells us that learning is situated and that competence is not easily transferred across contexts. It is therefore important that intial teacher education (ITE) provides frameworks which enable students to collect evidence of competence, to critically examine the notion of competence in different settings and to reflect on what this means for practice. This paper describes a model of ITE in which the concepts of legitimate peripheral participation (Lave and Wenger 1991) and of boundary crossing (Engeström 2001) are used to frame student's critical reflection and practical theorising. Research with the aim of gaining an understanding of how individuals in a range of subject disciplines responded to and utilised this model to make connections between different contexts is then described. Tensions between collecting evidence of competence and learning to teach are identified and analysed. A case study methodology was used within an interpretive approach. Data collection methods included questionnaires and semi-structured interviews. Data analysis methods included descriptive statistics and computer assisted qualitative analysis of questionnaire and interview responses.Individual responses indicate that a range of perceptions relating to the utility of the model of ITE exist. At one extreme it was viewed as an overly complex system of collecting evidence. At the other it was recognised as a potentially powerful framework for promoting a sophisticated analysis of learning how to teach. These perceptions influence the degree to which the model was followed. Some tensions are recognised between the goals of supporting learning and evidencing competence. Engestrom, Y. (2001) Expansive learning at work: toward an activity theoretical reconceptualization. Journal of Education and Work 14(1): 133-156.Lave, J. and Wenger, E. (1991) Situated learning: legitimate peripheral practice (Cambridge: Cambridge University Press).Probably to the European Journal of Teacher Education
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