Session Information
19 SES 12, The Development of the Postmodern Professional (Part 1)
Symposium
Contribution
The situation in Initial Teacher Education (ITE) in England with ‘minimum competency models of teacher training and ‘non-universitised’ alternative training routes’ (Smith and McLay 2007, 39) is seen as an isolated position in Europe with regards to pre-service teacher learning. Recently, further emphasis has been given to school training in the UK government’s White Paper ‘The Importance of Teaching’ (DfE 2010). Research on how schools contribute to pre-service teacher learning is especially pertinent now that the responsibility for educating pre-service teachers is likely to increase in schools. Building on a year-long ethnographic study in a secondary school (Douglas 2009, 2011), this study in a primary school uses interventionist research methodology (DWR – Engeström 2001) to question and negotiate tensions in current ITE practices in order to keep learning and critical enquiry at the forefront of the work. The field work (interviews, observations and workshops) interrogates identified tensions in and between different dimensions of ITE activity defined by Cultural and Historical Activity Theory (CHAT), such as rules, tools and division of labour that have emerged over time and which constrain the development of the activity. Findings illustrate that concentrating on centrally prescribed teaching standards limits the learning opportunities for pre-service teachers.
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