An investigation into the Pedagogical Trajectories of PGCE Trainees Using Espoused 'Beliefs'

5.00
Hdl Handle:
http://hdl.handle.net/2436/620404
Title:
An investigation into the Pedagogical Trajectories of PGCE Trainees Using Espoused 'Beliefs'
Authors:
Smith, Matt ( 0000-0001-7693-3323 )
Abstract:
Postgraduate trainee teachers undergo profound ‘shifts’ in their pedagogical understanding and practices through the year that they are taught at a UK Higher Education Institution. This study ‘investigated, in a paired pre–post design, the espoused pedagogical beliefs of three cohorts of PGCE trainees, at two time points – at the onset and toward the end of their studies in a teacher education department in a major HEI in the UK, with corroborative results from a fourth cohort and from a wider set of institutions. Using an adaptation of the ‘practices’ scale of Swan (2006), trainees’ pedagogical beliefs were charted and described on a continuum running from transmissionist to child-centred through answering 25 items, and shifts from pre-course to post course were investigated on two fronts – individually and for each item. Two general principles are represented in the data: trainees seem to either make rather more radical shifts towards child-centeredness (75/117 trainees [64.1%] at an average shift of +0.28) or more slight shifts towards a more teacher centred orientation (37/117 trainees [31.6%] at an average shift of -0.18. The average shift was +0.14 per trainee (from 3.35 to 3.49) - a significant trend towards a greater learner-centrism across the longitudinal study.
Citation:
Journal of Education & Social Policy (JESP) Vol. 3, No. 5.
Publisher:
Center for Promoting Ideas (CPI)
Journal:
Journal of Education & Social Policy (JESP)
Issue Date:
Nov-2016
URI:
http://hdl.handle.net/2436/620404
Additional Links:
https://www.jespnet.com/journal/index/2327
Type:
Article
Language:
en
ISSN:
2375-0790
Appears in Collections:
FEHW

Full metadata record

DC FieldValue Language
dc.contributor.authorSmith, Matten
dc.date.accessioned2017-03-08T10:36:52Z-
dc.date.available2017-03-08T10:36:52Z-
dc.date.issued2016-11-
dc.identifier.citationJournal of Education & Social Policy (JESP) Vol. 3, No. 5.en
dc.identifier.issn2375-0790en
dc.identifier.urihttp://hdl.handle.net/2436/620404-
dc.description.abstractPostgraduate trainee teachers undergo profound ‘shifts’ in their pedagogical understanding and practices through the year that they are taught at a UK Higher Education Institution. This study ‘investigated, in a paired pre–post design, the espoused pedagogical beliefs of three cohorts of PGCE trainees, at two time points – at the onset and toward the end of their studies in a teacher education department in a major HEI in the UK, with corroborative results from a fourth cohort and from a wider set of institutions. Using an adaptation of the ‘practices’ scale of Swan (2006), trainees’ pedagogical beliefs were charted and described on a continuum running from transmissionist to child-centred through answering 25 items, and shifts from pre-course to post course were investigated on two fronts – individually and for each item. Two general principles are represented in the data: trainees seem to either make rather more radical shifts towards child-centeredness (75/117 trainees [64.1%] at an average shift of +0.28) or more slight shifts towards a more teacher centred orientation (37/117 trainees [31.6%] at an average shift of -0.18. The average shift was +0.14 per trainee (from 3.35 to 3.49) - a significant trend towards a greater learner-centrism across the longitudinal study.en
dc.language.isoenen
dc.publisherCenter for Promoting Ideas (CPI)en
dc.relation.urlhttps://www.jespnet.com/journal/index/2327en
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectPedagogyen
dc.subjectstudent teachersen
dc.subjectpreservice teachersen
dc.subjectepistemologyen
dc.titleAn investigation into the Pedagogical Trajectories of PGCE Trainees Using Espoused 'Beliefs'en
dc.typeArticleen
dc.identifier.journalJournal of Education & Social Policy (JESP)en
dc.date.accepted2016-11-26-
rioxxterms.funderinternalen
rioxxterms.identifier.projectUOW080317MSen
rioxxterms.versionVoRen
rioxxterms.licenseref.urihttp://creativecommons.org/licenses/by/4.0/en
rioxxterms.licenseref.startdate2017-03-08en
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