In-service teachers’ practice of learning to teach, the theory of practice architectures and further education-based teacher education classes in England

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Abstract

This paper uses the theories of practice architectures and learning to teach to study in-service teachers’ practice of learning to teaching within a further education (FE) based initial teacher education (ITE) classes at one further education college (FEC) in England. It seeks to answer two research questions: How do in-service teachers learn how to teach within a teacher education classes at a general FE college in England? What site-based factors shape the in-service teachers’ practice of learning to teach? Using an action research methodology, the researcher, a university-based teacher educator, worked with a team of six FE-based teacher educators and their 35 in-service teachers to answer these questions. Drawing on data from six “teacher talk” meetings with the teacher educators and three focus groups with the in-service teachers, the paper builds on and adds to international maps of existing research and knowledge of their practice of learning to teach.
Original languageEnglish
Number of pages14
JournalInternational Journal of Training Research
Early online date3 Apr 2020
DOIs
Publication statusE-pub ahead of print - 3 Apr 2020

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