Twiselton, Samantha (2006) The problem with English: the exploration and development of student teachers' English subject knowledge in primary classrooms. Literacy, 40 (2). pp. 88-96. Full text not available from this repository.
Abstract
This paper explores the relationship between student teachers' behaviour and their underlying thoughts and beliefs as they learn to teach English in the primary school. It draws on data from a study involving student teachers at a range of points in their Initial Teacher Education programmes at a university in England. It uses these data to explore the knowledge frameworks that appear to underpin the actions that participants take in the classroom as they teach primary English. This is related to an exploration of the values, beliefs and professional identity held by the student teachers, and conclusions are drawn concerning key factors to be considered in the construction of Initial Teacher Education programmes.
| Item Type: | Article |
|---|---|
| Journal / Publication Title: | Literacy |
| Publisher: | ULKA (United Kingdom Literacy Association) |
| ISSN: | 1741-4369 (online) |
| Related URL(s): | |
| Departments: | Academic Departments > Institute of Education (IOE) > Initial Teacher Education (ITE) > Early Years and Primary Undergraduate Partnership QG |
| Depositing User: | Insight Administrator |
| Date Deposited: | 12 Nov 2010 12:05 |
| Last Modified: | 11 Jan 2024 19:16 |
| URI: | https://insight.cumbria.ac.uk/id/eprint/573 |
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