Trainee Teachers' Perceptions of the Values behind the Primary Curriculum in England and the Potential Significance for Future Professional Development

The aim behind this research was to investigate how one-year Postgraduate Certificate in Education Primary (PGCE) trainee teachers in England perceived the nature of the curriculum and the values inherent within it. A sample of 102 trainee teachers was asked to reflect through a detailed set of questionnaires on how they saw the issues facing them as they prepared to enter the teaching profession. The authors were keen not only to elicit the trainee teachers' views and understanding, but also to place the research within a historical context, as well as analyse and evaluate the responses, to see what patterns and issues were emerging within the national and international context. This was a particularly pertinent time to undertake this study given that, once again, the Primary Curriculum is under review by a newly elected UK government. Therefore, through setting out the historical background, and providing details of a clear methodological approach, as well as the quantitative and qualitative analysis and evaluation, along with an evaluative summary, the authors seek to show to what extent continuity and change in terms of values in regard to the curriculum exist

Certificate · Context (archaeology · Curriculum · Geography · Government (linguistics · Mathematics education · National curriculum · Pedagogy · Perception · Professional development · Qualitative research · Sample (material · Set (abstract data type · Social science · Sociology · Educator Training and Historical Pedagogy · Psychology · Teacher Education and Leadership Studies · Values and Moral Education

• Research Methods in Education

  Louis Cohen, Lawrence Manion et al.•Research Methods in Education•2002

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