Students' Use of Theory in an Initial Teacher Education Programme
Bibliographic Data
| ID | 5807331 |
|---|---|
| Authors | Eric Drever, Bill Cope (0000-0003-2129-395X), Peter Cope |
| Year | 1999 |
| Volume | 25 |
| Issue | 2 |
| Pages | 97-109 |
| Publication date | 1999-07-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education for Teaching International Research and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 0260-7476 • E-ISSN: 1360-0540 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/02607479919574 |
| OpenAlex | W2025937352 |
| Language | EN |
| Citations received | 4 |
| References cited | 13 |
Students in the final teaching practice semester of a secondary concurrent initial teacher education programme were asked to write an account of their development as teachers making reference to one or more of a number of theoretical frameworks. These comprised two aspects of situated learning, namely the community of practice [Lave & Wenger (1991) Situated Learning: Legitimate Peripheral Participation (Cambridge, Cambridge University Press)] and learning from experts [Brown, Collins & Duguid (1998) Situated Cognition and the Culture of Learning (Palo Alto Institute for Research on Learning)]; together with competence acquisition [SOED (1993) Guidelines for Teacher Training Course (London, HMSO)] and reflective practice [Schon (1983) The Reflective Practitioner: How Professionals Think in Action (New York, Basic Books)]. Each of these was described in a review paper which was distributed to the students before the teaching practice began. Students' reports show that they understood the frameworks and could successfully use elements of them in explaining their progress. However, their experiences were highly context-dependent and students related them to the frameworks in a context-specific way
Action research · Reflective Practice · Situated cognition · Situated learning · Educator Training and Historical Pedagogy · Reflective Practices in Education · Teacher Education and Leadership Studies
The role of research experiences in developing pre-service teachers’ epistemic beliefs
Transitions to becoming a teacher on an initial teacher education and training programme
Standards or communities of practice? Competing models of workplace learning and development
Developing understanding about learning to teach in a university–schools partnership in England
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,2 |
| Citation span | 2006 - 2024 (19) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |