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ERIC Number: EJ1046630
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-0261-9768
Educational Policy or Practice? Traversing the Conceptual Divide between Subject Knowledge, Pedagogy and Teacher Identity in England
Woolhouse, Clare; Cochrane, Matt
European Journal of Teacher Education, v38 n1 p87-101 2015
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)