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How do those completing initial teacher training in the post-compulsory education and training sector consider ‘theory’ in relation to their practice?

Blair, Erik Alexander (2011)
Ed.D. thesis, University of Birmingham.

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This research examines theory in relation to educational practice analysing how one specific group of practitioners consider the construct ‘theory’ in relation to their practice. The participants were drawn from those completing Initial Teacher Training in the post-compulsory education and training sector. The participants were all members of the same cohort; had been asked to consider a range of theories as part of their studies, and had been asked to reflect on ‘theory’ in relation to their practice in one of their examined assignments. I was drawn to study this area when, as the participants’ teacher, I found myself questioning the unexamined regard that the curriculum held ‘theory’ in. The data was collected through individual interviews, focus group discussions and the examination of written assignments. All the data was gathered at the end of the participants’ studies in order to gain a ‘snapshot’ of their perspectives at that particular moment. The data suggests that participants were inclined to consider that theory starts from practice and can be adapted by practitioners and it was found that the participants built their own personal pedagogical perspective through consideration of their subject, context and experience.

Type of Work:Ed.D. thesis.
Supervisor(s):Peim, Nick (1952-) and Butt, Graham W
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Department:School of Education
Subjects:LB Theory and practice of education
LB2300 Higher Education
Institution:University of Birmingham
ID Code:1477
This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
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