Source: European Journal of Teacher Education, Volume 35, Issue 1, 2012, pages 3-15.
This paper analyses the learning opportunities afforded pre-service teachers when participating in a primary school placement in London, England as part of their university teacher education course.
Cultural historical activity theory is used as a theoretical framework to address how pre-service teacher learning opportunities are constructed.
Building on a previous year-long ethnographic study which explored how and why pre-service teacher learning opportunities differed in school settings, this paper introduces a small scale pilot study.
The study integrates developmental work research into an initial teacher education school/university partnership, and considers the role of the school leader in this.
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