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An investigation into the Pedagogical Trajectories of PGCE Trainees Using Espoused 'Beliefs'
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2016-11-01
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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.
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Smith, M. (2017) An investigation into the Pedagogical Trajectories of PGCE Trainees Using Espoused 'Beliefs', Journal of Education & Social Policy, 3(5), pp. 16-29.
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Journal article
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en
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2375-0790