Can trainees' perceptions of the delivery of the foundation subjects and R.E. in primary teacher education be enhanced by using a Three-Lens model of delivery?

Misra, Sarah and Webster, Maggie (2015) Can trainees' perceptions of the delivery of the foundation subjects and R.E. in primary teacher education be enhanced by using a Three-Lens model of delivery? Teacher Education Advancement Network Journal, 7 (1). pp. 38-50.

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Abstract

This paper reports on the findings of a small-scale research project, carried out by a team of teacher educators working in the Primary Foundation Subjects at a university in the North West of England. The team worked together to develop the Three-Lens Model, a teaching model that aimed both to provide a unification of subject delivery across the module whilst splitting subject delivery into three clear areas: subject-“ness” (subject identity), how to teach (pedagogy) and ideas of what to teach (toolbox). The paper presents a discussion of the perceived effectiveness of the Three-Lens Model. It gathers data from trainees across a variety of cohorts and programmes within the School of Education who were exposed to the model of delivery for one year and specifically questions how successful it was in providing a cohesive delivery structure and in raising the trainees’ perceptions of the pedagogical element of their training. The findings suggest that this was a largely successful delivery model which could potentially benefit other training providers.

Item Type: Article
Journal or Publication Title: Teacher Education Advancement Network Journal
Publisher: UniPress
ISSN: 2054-5266
Departments: Faculty of Education, Arts and Business > Institute of Education
Pre 2016 Departments: Faculty of Education, Arts and Business > Research
Depositing User: Alison Jackson
Date Deposited: 15 Jul 2016 09:00
Last Modified: 16 Mar 2017 17:52
URI: http://insight.cumbria.ac.uk/id/eprint/2374

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