Educational policy or practice? Traversing the conceptual divide between subject knowledge, pedagogy and teacher identity in England

This research paper is framed by concerns about recent UK Government policy regarding the training of mathematics and science teachers in England and discusses how two cohorts of pre-service teachers negotiated the development of a professional identity while undertaking subject-specific training. T...

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Veröffentlicht in:European journal of teacher education Jg. 38; H. 1; S. 87 - 101
Hauptverfasser: Woolhouse, Clare, Cochrane, Matt
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Abingdon Routledge 02.01.2015
Taylor & Francis Ltd
Schlagworte:
Chemistry
Communities of Practice
Educational Policy
Educational Practices
England
Focus Groups
Foreign Countries
Interviews
Language Usage
Mathematics Education
Mathematics Teachers
Pedagogical Content Knowledge
Physics
Preservice Teacher Education
Preservice Teachers
Professional Development
Professional Identity
Program Descriptions
science teacher trainees
Science Teachers
Student Attitudes
Student teachers
Teacher Education
Teacher Educators
Trainees
United Kingdom (England)
United Kingdom > UK
England
ISSN:0261-9768, 1469-5928
Online-Zugang:Volltext
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Zusammenfassung:This research paper is framed by concerns about recent UK Government policy regarding the training of mathematics and science teachers in England and discusses how two cohorts of pre-service teachers negotiated the development of a professional identity while undertaking subject-specific training. The data reported upon were garnered in two ways; through an evaluation survey that received quantitative and qualitative responses from 159 teacher trainees and through focus groups conducted with 40 trainees. In the paper, the authors take the concept of 'participation in communities of practice' as a departure point to explore how trainees demonstrate their development of professional identities as chemistry, maths or physics teachers. In the conclusion, the authors consider the implications of the findings for pre-service teachers and teacher trainers given the current education climate of financial austerity being experienced across Europe.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0261-9768
1469-5928
DOI:10.1080/02619768.2014.921154