Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687624
Title: Reflective learning by post-graduate student teachers in their initial teacher education year
Author: Mantle, Melissa J. H.
ISNI:       0000 0004 5914 6282
Awarding Body: University of Brighton
Current Institution: University of Brighton
Date of Award: 2016
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Abstract:
Student teachers are expected to learn from experience in order to become reflective practitioners and to achieve Qualified Teacher Status. This is a study of student teachers’ ability to reflect on their experience of teaching. This thesis is a qualitative study which forms one part of a longitudinal action research project studying whether and how different reflective learning activities introduced into a PGCE programme promote reflection and increase the capacity to learn. It takes an interpretative approach, generating qualitative data on the processes of reflection of students relating to their teacher training. The study took place over a one-year period in one teacher training institution. There were 13 participants aged 22 or 23 years, who were all taking a post-graduate route into teaching Physical Education. The data arose from student responses to different reflective learning activities and subsequent interviews followed by an evaluation of the effectiveness of the overall learning strategy.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Prof.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.687624  DOI: Not available
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