Educational policy or practice? Traversing the conceptual divide between subject knowledge, pedagogy and teacher identity in England

Clare Woolhouse, Matthew Cochrane

Research output: Contribution to journalArticle

5 Citations (Scopus)
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Abstract

This research paper is framed by concerns about recent UK Government policy regarding the training of Mathematics and Science Teachers in England and discusses how two cohorts of pre-service teachers negotiated the development of a professional identity while undertaking subject specific training. The data reported upon was garnered in two ways; through an evaluation survey that received quantitative and qualitative responses from 159 teacher trainees and through focus groups conducted with 40 trainees. In the paper the authors take Lave and Wenger’s (1991) concept of ‘participation in communities of practice’ as a departure point to explore how trainees demonstrate their development of professional identities as Chemistry, Maths or Physics teachers. In the conclusion the authors consider the implications of the findings for pre-service teachers and teacher trainers given the current education climate of financial austerity being experienced across Europe.
Original languageEnglish
Pages (from-to)87-101
JournalEuropean Journal of Teacher Education
Volume38
Issue number1
Early online date2 Jun 2014
DOIs
Publication statusPublished - Feb 2015

Keywords

  • Science Teacher Trainees
  • communities of practice

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