Use this URL to cite or link to this record in EThOS:
Title: An investigation into the epistemological trajectories of PGCE student teachers as predicated by their espoused pedagogical beliefs
Author: Smith, Matthew T.
Awarding Body: University of Birmingham
Current Institution: University of Birmingham
Date of Award: 2017
Availability of Full Text:
Access from EThOS:
Access from Institution:
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.
Supervisor: Not available Sponsor: University of Wolverhampton
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: LB Theory and practice of education