The Master's Element in Initial Teacher Training: What Is Its Value?

Autor/inn/en	Merchant, Georgina; Bubb, Sara
Titel	The Master's Element in Initial Teacher Training: What Is Its Value?
Quelle	In: London Review of Education, 21 (2023) 1, Artikel 5 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Merchant, Georgina) ORCID (Bubb, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8460
Schlagwörter	Foreign Countries; Preservice Teacher Education; Educational Benefits; Masters Programs; Graduate Study; Student Teachers; Student Teacher Attitudes; Attitude Change; Reflection; Essays; Theory Practice Relationship; Self Efficacy; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Bildungsertrag; Magister course; Magisterstudiengang; Aufbaustudium; Graduiertenstudium; Hauptstudium; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Attitudinal change; Einstellungsänderung; Essay; Aufsatzunterricht; Theorie-Praxis-Beziehung; Self-efficacy; Selbstwirksamkeit
Abstract	A theory-practice divide has beset initial teacher training (ITT) for many decades. In England, there are multiple ways to gain qualified teacher status, which can be broadly categorised into school-led or university-led, with underlying arguments about the relative importance of theory and practice, and how far learning to teach should be seen as an apprenticeship. Government policy has moved towards more prescription with its ITT Core Content Framework, a curriculum that suggests that there is a right way to learn to teach. In this climate, it is important to establish what value universities -- and, in particular, the master's element of the Postgraduate Certificate in Education -- add to student teachers. Thus, this article asks: What is the contribution of a research-informed master's module to ITT? The findings of the research indicate that the master's module offered opportunities to alter preconceptions and beliefs about teaching and learning; the process of essay writing enhanced critical reflection, which inspired more confidence in the classroom; and the potential theory--practice divide can be viewed as offering opportunities for enhancing self-efficacy. These findings suggest that master's study has an impact on teachers within their ITT period and beyond it, and have implications for learning processes and content for programmes both in England and internationally. (As Provided).
Anmerkungen	UCL Press. University College London (UCL), Gower Street, London WC1E 6BT, UK. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/london-review-of-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01