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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: Thesis › Doctoral Thesis

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A flexible framework for articulating how student teachers learn teaching, as described by participants in a national review of initial teacher education in England. / Harrison-Palmer, Ruth.
Lancaster University, 2022. 268 p.

Research output: Thesis › Doctoral Thesis

Harvard

Harrison-Palmer, R 2022, 'A flexible framework for articulating how student teachers learn teaching, as described by participants in a national review of initial teacher education in England', PhD, Lancaster University. https://doi.org/10.17635/lancaster/thesis/1780

APA

Harrison-Palmer, R. (2022). A flexible framework for articulating how student teachers learn teaching, as described by participants in a national review of initial teacher education in England. [Doctoral Thesis, Lancaster University]. Lancaster University. https://doi.org/10.17635/lancaster/thesis/1780

Vancouver

Harrison-Palmer R. A flexible framework for articulating how student teachers learn teaching, as described by participants in a national review of initial teacher education in England. Lancaster University, 2022. 268 p. doi: 10.17635/lancaster/thesis/1780

Author

Harrison-Palmer, Ruth. / A flexible framework for articulating how student teachers learn teaching, as described by participants in a national review of initial teacher education in England. Lancaster University, 2022. 268 p.

Bibtex

@phdthesis{d37e07d72713416bbc7d53977805016a,
title = "A flexible framework for articulating how student teachers learn teaching, as described by participants in a national review of initial teacher education in England",
abstract = "The aim of this study was to elucidate approaches to teaching student teachershow to learn teaching. It was based on a view of learning to teach as complexbut that this should not prevent those in the field of initial teacher educationfrom constructing and articulating their own professional knowledge of how theyteach student teachers. Using secondary data, generated for a national reviewof initial teacher education in England, it drew on multiple perspectives fromthose in the field, to inform the development of a flexible framework forarticulating how student teachers learn teaching. The study was positioned within the paradigm of post-positivism and aligned toa critical realist philosophy. To this end, it illuminates the social structures ofand for professional practice, through qualitative thematic analysis, which tooka hybrid approach to theme generation. The themes generated were used todevelop the {\textquoteleft}Pillars of Interaction and Interconnecting Bridges Framework forArticulating ITE Practice{\textquoteright}. Rather than focusing on an aspect of practice, theframework and themes that generated it, took a holistic view of initial teachereducation, whilst still representing its complexity. Central to the framework and a key finding from the study is the importance ofviewing student teachers as teachers of their own learning, learning to learnhow to teach. Thus, the findings illuminate how to teach future teachers to alsobe future learners of teaching. The study offers teacher educators, as well asthose developing initial teacher education strategy, a flexible framework toarticulate, guide and further develop practice. As such, it contributes to initialteacher education discussion and debates informing current and future policy. ",
author = "Ruth Harrison-Palmer",
year = "2022",
doi = "10.17635/lancaster/thesis/1780",
language = "English",
publisher = "Lancaster University",
school = "Lancaster University",

}

RIS

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T1 - A flexible framework for articulating how student teachers learn teaching, as described by participants in a national review of initial teacher education in England

AU - Harrison-Palmer, Ruth

PY - 2022

Y1 - 2022

N2 - The aim of this study was to elucidate approaches to teaching student teachershow to learn teaching. It was based on a view of learning to teach as complexbut that this should not prevent those in the field of initial teacher educationfrom constructing and articulating their own professional knowledge of how theyteach student teachers. Using secondary data, generated for a national reviewof initial teacher education in England, it drew on multiple perspectives fromthose in the field, to inform the development of a flexible framework forarticulating how student teachers learn teaching. The study was positioned within the paradigm of post-positivism and aligned toa critical realist philosophy. To this end, it illuminates the social structures ofand for professional practice, through qualitative thematic analysis, which tooka hybrid approach to theme generation. The themes generated were used todevelop the ‘Pillars of Interaction and Interconnecting Bridges Framework forArticulating ITE Practice’. Rather than focusing on an aspect of practice, theframework and themes that generated it, took a holistic view of initial teachereducation, whilst still representing its complexity. Central to the framework and a key finding from the study is the importance ofviewing student teachers as teachers of their own learning, learning to learnhow to teach. Thus, the findings illuminate how to teach future teachers to alsobe future learners of teaching. The study offers teacher educators, as well asthose developing initial teacher education strategy, a flexible framework toarticulate, guide and further develop practice. As such, it contributes to initialteacher education discussion and debates informing current and future policy.

AB - The aim of this study was to elucidate approaches to teaching student teachershow to learn teaching. It was based on a view of learning to teach as complexbut that this should not prevent those in the field of initial teacher educationfrom constructing and articulating their own professional knowledge of how theyteach student teachers. Using secondary data, generated for a national reviewof initial teacher education in England, it drew on multiple perspectives fromthose in the field, to inform the development of a flexible framework forarticulating how student teachers learn teaching. The study was positioned within the paradigm of post-positivism and aligned toa critical realist philosophy. To this end, it illuminates the social structures ofand for professional practice, through qualitative thematic analysis, which tooka hybrid approach to theme generation. The themes generated were used todevelop the ‘Pillars of Interaction and Interconnecting Bridges Framework forArticulating ITE Practice’. Rather than focusing on an aspect of practice, theframework and themes that generated it, took a holistic view of initial teachereducation, whilst still representing its complexity. Central to the framework and a key finding from the study is the importance ofviewing student teachers as teachers of their own learning, learning to learnhow to teach. Thus, the findings illuminate how to teach future teachers to alsobe future learners of teaching. The study offers teacher educators, as well asthose developing initial teacher education strategy, a flexible framework toarticulate, guide and further develop practice. As such, it contributes to initialteacher education discussion and debates informing current and future policy.

U2 - 10.17635/lancaster/thesis/1780

DO - 10.17635/lancaster/thesis/1780

M3 - Doctoral Thesis

PB - Lancaster University

ER -