The master’s element in initial teacher training: what is its value?
A theory–practice divide has beset initial teacher training (ITT) for many decades. In England, there are multiple ways to gain qualified teacher status, which can be broadly categorised into school-led or university-led, with underlying arguments about the relative importance of theory and practice...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
UCL Press
2023-01-01
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| Series: | London Review of Education |
| Online Access: | https://uclpress.scienceopen.com/hosted-document?doi=10.14324/LRE.21.1.05 |
| _version_ | 1797896469050556416 |
|---|---|
| author | Georgina Merchant Sara Bubb |
| author_facet | Georgina Merchant Sara Bubb |
| author_sort | Georgina Merchant |
| collection | DOAJ |
| description | A theory–practice divide has beset initial teacher training (ITT) for many decades. In England, there are multiple ways to gain qualified teacher status, which can be broadly categorised into school-led or university-led, with underlying arguments about the relative importance of theory and practice, and how far learning to teach should be seen as an apprenticeship. Government policy has moved towards more prescription with its ITT Core Content Framework, a curriculum that suggests that there is a right way to learn to teach. In this climate, it is important to establish what value universities – and, in particular, the master’s element of the Postgraduate Certificate in Education – add to student teachers. Thus, this article asks: What is the contribution of a research-informed master’s module to ITT? The findings of the research indicate that the master’s module offered opportunities to alter preconceptions and beliefs about teaching and learning; the process of essay writing enhanced critical reflection, which inspired more confidence in the classroom; and the potential theory–practice divide can be viewed as offering opportunities for enhancing self-efficacy. These findings suggest that master’s study has an impact on teachers within their ITT period and beyond it, and have implications for learning processes and content for programmes both in England and internationally. |
| first_indexed | 2024-04-10T07:42:21Z |
| format | Article |
| id | doaj.art-7a01444502714428b1745fd1105f5d82 |
| institution | Directory Open Access Journal |
| issn | 1474-8460 1474-8479 |
| language | English |
| last_indexed | 2024-04-10T07:42:21Z |
| publishDate | 2023-01-01 |
| publisher | UCL Press |
| record_format | Article |
| series | London Review of Education |
| spelling | doaj.art-7a01444502714428b1745fd1105f5d822023-02-23T11:27:38ZengUCL PressLondon Review of Education1474-84601474-84792023-01-01211110.14324/LRE.21.1.05The master’s element in initial teacher training: what is its value?Georgina MerchantSara BubbA theory–practice divide has beset initial teacher training (ITT) for many decades. In England, there are multiple ways to gain qualified teacher status, which can be broadly categorised into school-led or university-led, with underlying arguments about the relative importance of theory and practice, and how far learning to teach should be seen as an apprenticeship. Government policy has moved towards more prescription with its ITT Core Content Framework, a curriculum that suggests that there is a right way to learn to teach. In this climate, it is important to establish what value universities – and, in particular, the master’s element of the Postgraduate Certificate in Education – add to student teachers. Thus, this article asks: What is the contribution of a research-informed master’s module to ITT? The findings of the research indicate that the master’s module offered opportunities to alter preconceptions and beliefs about teaching and learning; the process of essay writing enhanced critical reflection, which inspired more confidence in the classroom; and the potential theory–practice divide can be viewed as offering opportunities for enhancing self-efficacy. These findings suggest that master’s study has an impact on teachers within their ITT period and beyond it, and have implications for learning processes and content for programmes both in England and internationally.https://uclpress.scienceopen.com/hosted-document?doi=10.14324/LRE.21.1.05 |
| spellingShingle | Georgina Merchant Sara Bubb The master’s element in initial teacher training: what is its value? London Review of Education |
| title | The master’s element in initial teacher training: what is its value? |
| title_full | The master’s element in initial teacher training: what is its value? |
| title_fullStr | The master’s element in initial teacher training: what is its value? |
| title_full_unstemmed | The master’s element in initial teacher training: what is its value? |
| title_short | The master’s element in initial teacher training: what is its value? |
| title_sort | master s element in initial teacher training what is its value |
| url | https://uclpress.scienceopen.com/hosted-document?doi=10.14324/LRE.21.1.05 |
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