Rethinking employment-led teacher preparation as apprenticeship
Rethinking employment-led teacher preparation as apprenticeship
Changes in teacher preparation in England have led to considerable variation in the programs being offered and to an increase in the role of the school in teacher preparation at postgraduate level. The data drawn on in this paper is from semi-structured interviews with 13 secondary school teachers who had previously follows a salaried employment-led teacher preparation route. The study conceptualises and critiques employment-led teacher preparation as workplace learning using situated learning and apprenticeship through analysing the teachers' views on their own learning experiences. Teachers reported that being an employee of a school whilst undertaking teacher preparation carried considerable benefits for them in terms of their sense of belonging, a 'right to be there' and increased commitment to the life of the school. These features may be a consequence of the employed status of these teachers whilst on their teacher preparation programme. Teachers also suggested that they felt better prepared for their first year as Newly Qualified Teachers, as compared to those who had followed a more traditional university-ed route. The analysis identifies teacher preparation as fundamentally complex and problematic. Themes of equity, capital, contextualised learning, and contested spaces for learning emerge with respect to the experiences of those on an employment-led program. Whilst different teacher preparation routes have different characteristics and goals, viewing teacher preparation as workplace learning offers a valuable perspective on some of the benefits of this mode of learning to pre-service teachers.
apprenticeship, situated learning, teacher preparation, workplace learning
154-169
Hyde, Rosalyn
a8c0ae26-bcbf-4ce4-96cc-16fe07447f8e
Madalinska-Michalak, Joanna
1 November 2021
Hyde, Rosalyn
a8c0ae26-bcbf-4ce4-96cc-16fe07447f8e
Madalinska-Michalak, Joanna
Hyde, Rosalyn
(2021)
Rethinking employment-led teacher preparation as apprenticeship.
In,
Madalinska-Michalak, Joanna, Assuncao-Flores, Maria, Ling Low, Ee and Van Nuland, Shirley
(eds.)
Recruiting and Educating the Best Teachers: Policy, Professionalism and Pedagogy.
(Key Issues in Teacher Education: Policy, research and practice, 1)
Leiden.
Brill, .
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Abstract
Changes in teacher preparation in England have led to considerable variation in the programs being offered and to an increase in the role of the school in teacher preparation at postgraduate level. The data drawn on in this paper is from semi-structured interviews with 13 secondary school teachers who had previously follows a salaried employment-led teacher preparation route. The study conceptualises and critiques employment-led teacher preparation as workplace learning using situated learning and apprenticeship through analysing the teachers' views on their own learning experiences. Teachers reported that being an employee of a school whilst undertaking teacher preparation carried considerable benefits for them in terms of their sense of belonging, a 'right to be there' and increased commitment to the life of the school. These features may be a consequence of the employed status of these teachers whilst on their teacher preparation programme. Teachers also suggested that they felt better prepared for their first year as Newly Qualified Teachers, as compared to those who had followed a more traditional university-ed route. The analysis identifies teacher preparation as fundamentally complex and problematic. Themes of equity, capital, contextualised learning, and contested spaces for learning emerge with respect to the experiences of those on an employment-led program. Whilst different teacher preparation routes have different characteristics and goals, viewing teacher preparation as workplace learning offers a valuable perspective on some of the benefits of this mode of learning to pre-service teachers.
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Published date: 1 November 2021
Keywords:
apprenticeship, situated learning, teacher preparation, workplace learning
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Local EPrints ID: 453084
URI: http://eprints.soton.ac.uk/id/eprint/453084
PURE UUID: 91aed016-edf6-4acf-858e-ce5b37b76846
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Date deposited: 07 Jan 2022 17:52
Last modified: 17 Mar 2024 02:54
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Contributors
Editor:
Joanna Madalinska-Michalak
Editor:
Maria Assuncao-Flores
Editor:
Ee Ling Low
Editor:
Shirley Van Nuland
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