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ERIC Number: EJ897324
Record Type: Journal
Publication Date: 2010-Aug
Pages: 15
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1366-4530
Developing a Curriculum for Initial Teacher Education Using a Situated Learning Perspective
Skinner, Nigel
Teacher Development, v14 n3 p279-293 Aug 2010
This paper argues that the implications of the concept of situated learning are important when developing a curriculum for initial teacher education (ITE). It describes and analyses the use of a model of ITE designed to stimulate discussions promoting the development of professional craft knowledge situated mainly in schools and to connect these with a wider research-based understanding of educational issues situated mainly in the context of university departments. Findings from a study of trainee teachers following a one-year postgraduate ITE programme based on this model indicate that it did help trainees to develop professional craft knowledge. However, socio-cultural differences between the school and university contexts made it difficult for trainees to translate ideas introduced in the university into their school-based practice. The implications of these findings for developing the model and for ITE in general are discussed. (Contains 2 tables, 1 figure, and 1 note.)
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
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A