The problem with English: The exploration and development of student teachers’ English subject knowledge in primary classrooms

Abstract

This paper explores the relationship between student teachers’ behaviour and their underlying thoughts and beliefs as they learn to teach English in the primary school. It draws on data from a study involving student teachers at a range of points in their Initial Teacher Education programmes at a university in England. It uses these data to explore the knowledge frameworks that appear to underpin the actions that participants take in the classroom as they teach primary English. This is related to an exploration of the values, beliefs and professional identity held by the student teachers, and conclusions are drawn concerning key factors to be

considered in the construction of Initial Teacher Education programmes.

Reference

Twiselton, S. (2006). The problem with English: The exploration and development of student teachers’ English subject knowledge in primary classrooms. Literacy, 40(2), 88-96.

Journal

Literacy

Analysis

Is this article part of a larger project or series of studies?

Does this study draw on a large, preexisting data set?

Research Approach

streams of discussion

Geographic Setting

England

Institutional Context

University based

Certification Level

Primary (UK term)

Programatic Focus

Research Location Context

student teaching placement schools

Preservice Participants

4 year primary education degree

Preservice Sample Size

Duration of Data Collection

1 semester

Data Sources

Interviews
Observations
reflective essay

Data Analysis Tools

Thematic analysis

Researcher Positionality

inside (staying their own students)

Research Questions

(What is) the relationship between student teachers’ behaviour and their underlying thoughts and beliefs as they learn to teach English in the primary school
Is this research question explicit from the manuscript? Yes