Student teachers' experiences of initial teacher preparation in England: Core themes and variation

Andrew J. Hobson, Angi Malderez, Louise Tracey, Marina Giannakaki, Godrey Pell, Peter D. Tomlinson

    Research output: Contribution to journalArticlepeer-review

    48 Citations (Scopus)

    Abstract

    Drawing on data generated via large-scale survey and in-depth interview methods, this article reports findings which show that being a student teacher in early-twenty-first-century England is a demanding personal experience which requires considerable engagement and commitment in the face of built-in challenges and risks, and which engenders, for many, highly charged affective responses. Student teachers are centrally concerned during this time with their (changing) identities, their relationships with others and the relevance of course provision. Findings also indicate that, in some respects, student teachers’ accounts of their experiences are systematically differentiated according to a number of factors, notably the initial teacher preparation route being followed, their age, and their prior conceptions and expectations of teaching and of learning to teach. These findings are situated in the broader literature on teacher development and some implications for teacher educators are discussed. © 2008 Taylor & Francis
    Original languageEnglish
    Pages (from-to)407-433
    Number of pages27
    JournalResearch Papers in Education
    Volume23
    Issue number4
    DOIs
    Publication statusPublished - Dec 2008

    Keywords

    • student teacher
    • initial teacher preparation
    • emotion
    • teacher identity
    • relationships
    • relevance

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