The complex development of student-teachers' thinking

Journal article

Studies of student-teacher development have tended to suggest a three-stage model of development in which the novices' concerns shift outwards from an initial preoccupation with self, to a focus on tasks and teaching situations, and finally to consideration of pupil learning. This paper, based on sequence of post-lesson interviews conducted with 25 student teachers following 1-year postgraduate courses within school-based partnership schemes of initial teacher education, questions the adequacy of such a model. Analysis of the reasons that the student-teachers offered for their teaching decisions, and of their lesson evaluations suggests a high level of concern for pupils' learning and an awareness of the complexity of teaching from very early in their training. The implications of these findings are explored; in particular, the challenges that they pose to teacher educators in terms of course structure and curricula, and the need to be responsive to individual learners. © 2003 Taylor and Francis Ltd.

Authors: Burn, K; Hagger, H; Mutton, T; Everton, T

• Journal: Teachers and Teaching: Theory and Practice
• Volume: 9
• Issue: 4
• Pages: 309-331
• Publication date: 2003-01-01
• DOI: 10.1080/1354060032000097235
• ISSN: 1354-0602
• Language: English