Northampton Electronic Collection of Theses and Research

Teaching on insecure foundations? Pre-service teachers in England’s perceptions of the wider curriculum subjects in primary schools

Caldwell, H., Whewell, E., Bracey, P., Heaton, R., Crawford, H. and Shelley, C. (2021) Teaching on insecure foundations? Pre-service teachers in England’s perceptions of the wider curriculum subjects in primary schools. Cambridge Journal of Education. 51(2), pp. 231-246. 0305-764X.

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Caldwell_etal_TFO_2020_Teaching_on_insecure_foundations_Pre_service_teachers_in_Englands_perceptions_of_the_wider_curriculum_subjects_in_primary_schools
Caldwell_etal_TFO_2020_Teaching_on_insecure_foundations_Pre_service_teachers_in_Englands_perceptions_of_the_wider_curriculum_subjects_in_primary_schools.pdf - Published Version
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Abstract:
Subject marginalisation is an on-going concern across the primary education sector, particularly for the arts and humanities. This poses issues for pre-service teacher partnerships and for higher education institutions (HEIs) evaluating the role of subjects within their teacher training courses as they reform their curricula to prepare students to teach across diverse educational contexts. Through the interpretation of student voice, we disseminate a case study with primary initial teacher education (ITE) students that investigates learner perceptions of their training in under-represented foundation subjects. Emerging themes include tensions between university and school-based practices, and between curriculum models, together with the need to develop student adaptability and self-direction. The authors propose that if ITE students explore and take on the dispositions of changemakers, they will become equipped with the self-efficacy and adaptability needed to develop secure bases for teaching foundation subjects as they begin their careers.
Uncontrolled Keywords:
Teacher education, changemaker, curriculum, foundation subjects, student voice, subject-knowledge, teaching and learning
Creators:
Caldwell, H., Whewell, E., Bracey, P., Heaton, R., Crawford, H. and Shelley, C.
Faculties, Divisions and Institutes:
Faculties > Faculty of Education & Humanities > Teacher Continuing Professional Development
Faculties > Faculty of Education & Humanities > Initial Teacher Education
Research Centres > Centre for Physical Activity and Life Sciences
Date:
4 March 2021
Date Type:
Publication
Page Range:
pp. 231-246
Journal or Publication Title:
Cambridge Journal of Education
Volume:
51
Number:
2
Number of Pages:
16
Language:
English
DOI:
10.1080/0305764X.2020.1819202
ISSN:
0305-764X
Status:
Published / Disseminated
Refereed:
Yes
Related URLs:
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