Home > Research > Publications & Outputs > A flexible framework for articulating how stude...

Electronic data

Text available via DOI:

View graph of relations

A flexible framework for articulating how student teachers learn teaching, as described by participants in a national review of initial teacher education in England

Research output: ThesisDoctoral Thesis

Published
  • Ruth Harrison-Palmer
Close
Publication date2022
Number of pages268
QualificationPhD
Awarding Institution
Supervisors/Advisors
  • Elton-Chalcraft, Sally, Supervisor, External person
Publisher
  • Lancaster University
<mark>Original language</mark>English

Abstract

The aim of this study was to elucidate approaches to teaching student teachers
how to learn teaching. It was based on a view of learning to teach as complex
but that this should not prevent those in the field of initial teacher education
from constructing and articulating their own professional knowledge of how they
teach student teachers. Using secondary data, generated for a national review
of initial teacher education in England, it drew on multiple perspectives from
those in the field, to inform the development of a flexible framework for
articulating how student teachers learn teaching.

The study was positioned within the paradigm of post-positivism and aligned to
a critical realist philosophy. To this end, it illuminates the social structures of
and for professional practice, through qualitative thematic analysis, which took
a hybrid approach to theme generation. The themes generated were used to
develop the ‘Pillars of Interaction and Interconnecting Bridges Framework for
Articulating ITE Practice’. Rather than focusing on an aspect of practice, the
framework and themes that generated it, took a holistic view of initial teacher
education, whilst still representing its complexity.

Central to the framework and a key finding from the study is the importance of
viewing student teachers as teachers of their own learning, learning to learn
how to teach. Thus, the findings illuminate how to teach future teachers to also
be future learners of teaching. The study offers teacher educators, as well as
those developing initial teacher education strategy, a flexible framework to
articulate, guide and further develop practice. As such, it contributes to initial
teacher education discussion and debates informing current and future policy.