Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.790550
Title: Subject Knowledge for Teaching (SKfT) : an exploration of how secondary mathematics and science trainees on the Graduate Teacher Programme developed their SKfT
Author: Posner, Y. M.
ISNI:       0000 0004 8498 5125
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2016
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Abstract:
This thesis was based on empirical research of the Graduate Teacher Programme (GTP), an employment-based route of initial teacher training (ITT) which ran from1998 - 2013 and aimed at improving recruitment especially in shortage subjects such as mathematics and science. During its operation the GTP came under heavy criticism especially from the office for standards in education (Ofsted) and teacher educators working on traditional ITT routes such as the postgraduate certificate of education. Much of this criticism centred on training deficiencies in the development of Subject Knowledge for Teaching, The research question sought to address this issue by focusing on the Subject Knowledge for Teaching development of secondary mathematics and science graduate teachers. It explored how they acquired and developed their Subject Knowledge for Teaching. The research was undertaken by examining the programmes of three employment-based ITT providers (EBITTs) during the 2011-12 academic year. An interpretive research approach was taken using a combination of semi-structured interviews, document analysis and observation. The main findings showed that the trainees' development on this route was influenced by their prior beliefs and experiences. Much of their training was unseen and took place through informal learning. Also significant was that being supernumerary rather than employed in a vacancy did not guarantee good training and that whilst the majority of training occurred in school EBITT central training provision was crucial both in terms of content and in providing a neutral space for peer support and discussion. The research led to a number of recommendations for future employment-based route practice and research.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.790550  DOI: Not available
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