"Does Knowing Stuff like PSHE and Citizenship Make Me a Better Teacher?": Student Teachers in the Teacher Training Figuration

Autor/inn/en	Velija, Philippa; Capel, Susan; Katene, Will; Hayes, Sid
Titel	"Does Knowing Stuff like PSHE and Citizenship Make Me a Better Teacher?": Student Teachers in the Teacher Training Figuration
Quelle	In: European Physical Education Review, 14 (2008) 3, S.389-406 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X08095672
Schlagwörter	Student Teachers; Physical Education; Student Teacher Attitudes; Interpersonal Relationship; Social Networks; Sociology; Theory Practice Relationship; Teacher Education; Questionnaires; Interviews; Foreign Countries; Higher Education; Conflict; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Körpererziehung; Sportunterricht; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Social network; Soziales Netzwerk; Soziologie; Theorie-Praxis-Beziehung; Lehrerausbildung; Lehrerbildung; Fragebogen; Interviewing; Interviewtechnik; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Konflikt
Abstract	One of the key elements of figurational sociology is the emphasis on understanding complex networks of interdependencies in which people are involved. The focal point of this paper is the process of initial teacher training (ITT) and the relationships of which student teachers are part during their ITT course. The paper does not look at what student teachers ought to think; rather, it is an exploration of why student teachers may think the way they do. The paper uses data which were collected as part of a larger project funded by a Teacher Training Agency small research grant. Results suggest that student teachers value aspects of their course differently. In particular, student teachers value university practical sessions and school-based experiences over university-based theory sessions, which are considered irrelevant to the actual practice of teaching. Despite attempts by university tutors to engage student teachers in academic discourses about the nature of physical education (PE), student teachers' perceptions of PE did not change during their course. Further, student teachers perceived conflict between the university-based theoretical elements and the school-based elements of the course. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10