Professional knowledge learned and professional knowledge applied: A case study of two trainee English teachers
Abstract
This article reports on one strand of a collaborative research project undertaken at the Faculty of Education, which sought to explore trainee teachers’ development of assessment understandings and practices during their PGCE, and over the following two years. Using two case studies of English trainees, we explore the ways in which they seek to bring together effective assessment principles embedded in the research literatures they encountered in their training with the classroom focused, ‘tried and tested’ approaches in their placement schools. The resulting demands on professional knowledge ‘pure’ and ‘applied’, and some resulting tensions are investigated though interviews with the trainees concerned. [ABSTRACT FROM AUTHOR]
Reference
Brindley, S., & Riga, F. (2009). Professional knowledge learned and professional knowledge applied: A case study of two trainee English teachers. English In Education, 43(1), 68-85. doi:10.1111/j.1754-8845.2009.01030.x
Journal
English in Education
Analysis
Is this article part of a larger project or series of studies?
yes
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Post Graduate Certification in Education (PGCE)
Preservice Sample Size
2
Duration of Data Collection
Data Sources
- Interviews
- Transcriptions
Data Analysis Tools
- coding (open to axial to selective
- grounded theory
- Qualitative Analysis
Researcher Positionality
Research Questions
How do trainee teachers' understanding of assessment and practice develop during their PGCE and over the following two years?
Is this research question explicit from the manuscript? Combination