Search results for: Douglas Alaster Scott
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Creating Expansive Learning Opportunities in Schools: The Role of School Leaders in Initial Teacher Education Partnerships
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. The study integrates developmental work research into an initial teacher education school/university partnership, and considers the role of the school leader in this.
Updated: Mar. 20, 2013
The Different Learning Opportunities Afforded Student Teachers in Four Secondary School Subject Departments in an Initial Teacher Education School–University Partnership in England
The present paper highlights how different types of learning opportunities are available in school subject departments for student teachers even when they are working in the same school and within the same PGCE partnership scheme. This article derives from a year-long doctoral ethnographic study exploring initial teacher education (ITE) work with 15 student teachers in four subject departments (geography, history, modern foreign languages (MFL) and science) in one secondary school (for 11- to 18-year-old pupils) in the south of England. The discussion concentrates on three different types of learning were identified in relation to ITE in the subject departments: Learning by imitation, Learning by enculturation and Learning by innovation.
Updated: May. 21, 2012