Beyond the curriculum: learning to teach primary literacy

Twiselton, Samantha (2002) Beyond the curriculum: learning to teach primary literacy. Doctoral thesis, University of Birmingham.

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Official URL: http://etheses.bham.ac.uk/545/

Abstract

This study has at its centre the relationship between student teachers' behaviour and their underlying thoughts and beliefs as they learn to teach primary English. Following Harré's definition of personal identity as an organising principle for action (Harré, 1983), it seems that student teachers' sense of self-hood provides a key to understanding their actions in the classroom. The findings suggest that student teachers are powerfully influenced by the way they view the role of the teacher. They can be crudely identified with one of three categories. Task Managers have a restricted view of their role, concerned with organisation and management. Curriculum Deliverers relate to learning but this is defined and limited by the curriculum. Concept/Skill Builders link to an underpinning framework of concepts, which relate to learning beyond the curriculum and the classroom. An examination of the identity and knowledge held by each type of student teacher, when compared with an experienced teacher, reveals the importance of viewing teacher knowledge as a synchronised process of making connections. This highlights the centrality of school based learning and leads to conclusions about the complex nature of the support required to enhance student teachers' learning both in school and in Higher Education Institutions.

Item Type: Thesis (Doctoral)
Departments: Faculty of Education, Arts and Business > Institute of Education > Initial Teacher Education > Early Years and Primary Undergraduate Partnership QG
Additional Information: A thesis submitted to The University of Birmingham for the degree of Doctor of Philosophy March 2002.
Depositing User: Insight Administrator
Date Deposited: 12 Nov 2010 15:59
Last Modified: 30 Nov 2017 16:25
URI: http://insight.cumbria.ac.uk/id/eprint/581

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