An investigation into the epistemological trajectories of PGCE student teachers as predicated by their espoused pedagogical beliefs
Year: 2017
Type: dissertation
Study design: Observational Study
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. Using an ‘explanatory sequential design’ mixed methods approach in a paired pre–post data retrieval scheme, this longitudinal study investigated the espoused pedagogical beliefs of three cohorts of PGCE trainees at the onset, and toward the end, of their studies in a primary initial teacher education department in a major HEI in the UK, with corroborative results and discussion from further cohorts. Using an adaptation of the ‘practices’ scale of Swan (2006), trainees’ pedagogical beliefs were charted and described on a created 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 ‘practice’ under study. Two general principles are represented in the data: trainees seem to either make rather more radical shifts towards child-centeredness or more slight shifts towards a more teacher centred orientation. The average shift documents a significant trend towards a greater learner-centrism across all cohorts in the longitudinal study, which was further explained and substantiated by the qualitative comments from participants in the Community of Inquiry sessions that were run.
Author: Matthew T. Smith
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: University of Wolverhampton
OpenAlex ID: W2773848123