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Beyond the curriculum : learning to teach primary literacy

Twiselton, Samantha Carole (2002)
Ph.D. thesis, University of Birmingham.

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This study has at its centre the relationship between student teachers' behaviour and their underlying thoughts and beliefs as they learn to teach primary English. Following Harré's definition of personal identity as an organising principle for action (Harré, 1983), it seems that student teachers' sense of self-hood provides a key to understanding their actions in the classroom. The findings suggest that student teachers are powerfully influenced by the way they view the role of the teacher. They can be crudely identified with one of three categories. Task Managers have a restricted view of their role, concerned with organisation and management. Curriculum Deliverers relate to learning but this is defined and limited by the curriculum. Concept/Skill Builders link to an underpinning framework of concepts, which relate to learning beyond the curriculum and the classroom. An examination of the identity and knowledge held by each type of student teacher, when compared with an experienced teacher, reveals the importance of viewing teacher knowledge as a synchronised process of making connections. This highlights the centrality of school based learning and leads to conclusions about the complex nature of the support required to enhance student teachers' learning both in school and in Higher Education Institutions.

Type of Work:Ph.D. thesis.
Supervisor(s):Edwards, Anne (1946-)
School/Faculty:Schools (1998 to 2008) > School of Education
Subjects:LB1501 Primary Education
Institution:University of Birmingham
ID Code:545
This unpublished thesis/dissertation is copyright of the author and/or third parties.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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