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ERIC Number: EJ821352
Record Type: Journal
Publication Date: 2005-Aug
Pages: 20
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-1354-0602
Powerful Pedagogical Strategies in Initial Teacher Education
Wilson, Elaine
Teachers and Teaching: Theory and Practice, v11 n4 p359-378 Aug 2005
The development of beginning teachers' practice during a school placement is a multiplicity of mediated interaction between university and school based systems. Both systems have the common aim of training effective teachers. However day-to-day internal institution matters can cause tension between the learning goals set out for the beginning teacher by the university and the schools' drive to ensure maximum student performance in "high stake" national tests. The aim of the intervention was to set up structures which might enable beginning teachers to develop the capacity to think about and reflect explicitly on their practice, through purposive activity in an authentic classroom environment. The context of the activity was a secondary science course which aimed to encourage new teachers to empathize with secondary school pupils (aged 11-16) and understand their conceptual difficulties in learning about science within the constraints of a "curriculum delivery" lead culture. The dialogue engaged in as part of the intervention helped beginning teachers to think critically about practice during school placements. (Contains 5 tables.)
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 - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A