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Boundaries and bricolage: examining the roles of universities and schools in student teacher learning

Hutchinson, Steven Andrew (2011). Boundaries and bricolage: examining the roles of universities and schools in student teacher learning. European Journal of Teacher Education, 34(2) pp. 177–191.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/02619768.2010.548860
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Abstract

The literature shows that an active exploration of difference between university- and school-based perspectives can provide important opportunities for student-teacher learning in initial teacher education. This paper presents a study that looks at the learning opportunities presented to student-teachers as they talk about teaching and learning with their school-based mentor and part-time university-based tutor on a distance education course in initial teacher education in the UK. The study adopts an Activity Theoretical approach complemented by a broader social learning theory perspective. Content analysis is used in four separate cases to examine and report on conversations that centre around one taught lesson. The study reveals understandings about the way that learning opportunities are presented to student-teachers and argues that it can be enhanced by looking at student-teacher learning systemically, with a focus on dissonant perspectives.

Item Type: Journal Article
Copyright Holders: 2010 Association for Teacher Education in Europe
ISSN: 0261-9768
Keywords: beginning teachers; preservice teacher education; university role; school role; boundaries
Academic Unit/Department: Education and Language Studies > Education
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 23602
Depositing User: Steven Hutchinson
Date Deposited: 20 Oct 2010 09:51
Last Modified: 23 Oct 2012 14:23
URI: http://oro.open.ac.uk/id/eprint/23602
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