Broadening the Lens: An Investigation of Student Teachers' Changing Perceptions of Pedagogy Following a Teaching Placement in a Primary School in Mainland Europe

Autor/inn/en	Driscoll, Patricia; Rowe, Jan
Titel	Broadening the Lens: An Investigation of Student Teachers' Changing Perceptions of Pedagogy Following a Teaching Placement in a Primary School in Mainland Europe
Quelle	In: Education 3-13, 40 (2012) 4, S.417-431 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2012.691375
Schlagwörter	Student Teachers; Investigations; Student Teacher Attitudes; Educational Practices; Foreign Countries; Teaching Methods; Teacher Education Programs; Teacher Student Relationship; Motivation; Second Language Learning; Higher Education; Reflection; English (Second Language); Partnerships in Education; France; Germany; Italy; Spain; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Untersuchung; Bildungspraxis; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; psychologische; Motivation (psychologisch); Zweitsprachenerwerb; Hochschulbildung; Hochschulsystem; Hochschulwesen; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulpartnerschaft; Frankreich; Deutschland; Italien; Spanien
Abstract	This paper presents the findings of an investigation of student teachers' changing perceptions of educational practice following a teaching placement in France, Germany, Spain and Italy. Up to 900 primary languages, student teachers annually have spent a 4-week teaching placement in a partner country as an integral part of their initial teacher education programme. The aims of the bilateral experience were to improve students' subject knowledge as well as to offer opportunities to enhance their professional understanding through comparing practice in two distinct cultural settings. This study draws from both qualitative and quantitative data gathered from 122 postgraduate certificate in education student teachers who were following the primary language route at Canterbury Christ Church University and Liverpool Hope University. The findings show that through reflection and analysis of the differences and commonalties in the diverse cultural contexts, students develop a greater understanding of their professional role and a deeper insight into their own values and beliefs about pedagogy. Their acceptance of taken-for-granted norms is challenged during the bilateral placement, as they encounter new approaches to differentiated learning, teaching and learning strategies and teacher/pupil relationships, thus enhancing their levels of critical engagement with educational practice. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10