‘Stepping on the teacher’s toes’: Student teachers’ experience of a one-year postgraduate teacher training programme.

Backhouse, Anita (2020) ‘Stepping on the teacher’s toes’: Student teachers’ experience of a one-year postgraduate teacher training programme. European Journal of Teacher Education . ISSN 0261-9768

Full content URL: https://doi.org/10.1080/02619768.2020.1860005

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‘Stepping on the teacher’s toes’: Student teachers’ experience of a one-year postgraduate teacher training programme.
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Abstract

Student teachers engaging in periods of training in the classroom, supported by experienced mentors, is an accepted model for teacher training. This qualitative study adopted a descriptive phenomenological approach to establish the lived experience of a group of postgraduate primary student teachers across their teacher training year. A community of practice theoretical lens (Lave and Wenger 1991) was applied and findings suggested that in some cases student teachers can be regarded as legitimate peripheral participants (LPP) in a primary school context and learning gains made. However, learning and successful outcomes were still shown to take place even when the student teachers might not be regarded as LLPs. There are therefore limitations to the community of practice model. Attention paid to student teachers’ individual circumstances might better contribute to their self-efficacy and subsequent motivation to enter the teaching profession. There are implications for mentor training and further research.

Keywords:communities of practice, mentors, student teachers, teacher identity, descriptive phenomenology
Subjects:X Education > X142 Training Teachers - Higher Education
Divisions:College of Social Science > School of Education
ID Code:43165
Deposited On:11 Dec 2020 12:53

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