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The Use of Creative, Contextualised, Subject Specific Teaching Approaches Within Primary Teacher Education

Blackmore, Karen (2016) The Use of Creative, Contextualised, Subject Specific Teaching Approaches Within Primary Teacher Education. In: Student Teacher Learning Through Inquiry: International Perspectives. Wydawnictwo Attyka, Krakow, pp. 127-146. ISBN 978-83-65644-07-7

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Abstract

This chapter describes the use of a creative teacher education methodology to facilitate study on a one-year postgraduate initial teacher education programme. It outlines how student teachers can be supported in their aspiration to become highly accomplished educators by inclusion within an active research orientated teaching programme. The chapter is illustrated with a concrete example of how student teachers can be motivated to engage with the acquisition of their own subject specific pedagogical knowledge within primary science. Arguments are made regarding the significance of fostering student teacher learning within a relevant social context in order to fulfil the aspirations and needs of student teachers, as both learners and evolving pedagogues. The self-deterministic approach consists of initial modelling during taught university sessions followed by reflection on student teacher classroom based inquiry. The attitudes of student teachers to this type of professional learning is examined alongside a critical reflection of the efficacy of this mode of learning. The conclusion includes an exposition of the potential of student inquiry within initial teacher education.

Item Type: Book Section
Uncontrolled Keywords: initial teacher education, science specific pedagogy, curriculum subject knowledge, contextualised learning, social change
Subjects: L Education > L Education (General)
Divisions: Academic Departments > Institute of Education
Depositing User: Karen Blackmore
Date Deposited: 21 May 2018 15:19
Last Modified: 21 May 2018 15:19
URI: https://eprints.worc.ac.uk/id/eprint/6650

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