The complex development of student-teachers’ thinking

Abstract

Studies of student-teacher development have tended to suggest a three-stage model of development in which the novices' concerns shift outwards from an initial preoccupation with self, to a focus on tasks and teaching situations, and finally to consideration of pupil learning. This paper, based on sequence of post-lesson interviews conducted with 25 student teachers following 1-year postgraduate courses within school-based partnership schemes of initial teacher education, questions the adequacy of such a model. Analysis of the reasons that the student-teachers offered for their teaching decisions, and of their lesson evaluations suggests a high level of concern for pupils' learning and an awareness of the complexity of teaching from very early in their training. The implications of these findings are explored; in particular, the challenges that they pose to teacher educators in terms of course structure and curricula, and the need to be responsive to individual learners.

Reference

Burn, K., Hagger, H., Mutton, T., & Everton, T. (2003). The complex development of student-teachers' thinking. Teachers and Teaching: Theory and Practice, 9(4), 309-331.

Journal

Teachers and Teaching: Theory and Practice

Analysis

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

yes

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

unclear

Research Approach

"longitudinal": across varying classes over time
Qualitiative
Quantitative

Geographic Setting

Cambridge
Oxford
United Kingdom

Institutional Context

University based

Certification Level

Secondary

Programatic Focus

English
Mathematics
Science

Research Location Context

student teaching placement schools
University

Preservice Participants

Post Graduate Certification in Education (PGCE)

Preservice Sample Size

Duration of Data Collection

1 year

Data Sources

Interviews
interviews (post-lesson)
Transcriptions

Data Analysis Tools

chi-square test
coding (emergent categories)
coding Atlas.ti
Inductive analysis
inter-coder reliability study
iterative analysis

Researcher Positionality

not stated

Research Questions

"Studies of student-teacher development have tended to suggest a three-stage model of development in which novices' concerns shift outwards from initial preoccupation with self, to a focus on tasks and teaching situations, and finally to a consideration of pupil learning. This paper questions the adequacy of that model" (p. 309). Its data appear to "lend weight to the views of those who [also have] questioned the adequacy of a model of discrete stages of teacher development" (p. 310).
Is this research question explicit from the manuscript? Combination