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?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- student teaching placement schools
Preservice Participants
- 4 year primary education degree
Preservice Sample Size
22
Duration of Data Collection
Data Sources
- Interviews
- Observations
- reflective essay
Data Analysis Tools
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