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Routes into English teaching: beginning teachers’ reflections on college-based and school-based Initial Teacher Education programmes

Coles, Jane and Pitfield, Maggie. 2006. Routes into English teaching: beginning teachers’ reflections on college-based and school-based Initial Teacher Education programmes. Changing English: Studies in Culture and Education, 13(3), pp. 283-292. ISSN 1358-684X [Article]

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Abstract or Description

This article compares student and trainee teachers’ experiences of three different routes into secondary English teaching: the standard one-year PGCE; the newer ‘flexible’ PGCE; and the employment-based Graduate Teacher Programme. As part of a two-year study involving over 80 beginning teachers the authors invite students and trainees to reflect on the perceived advantages and disadvantages of their chosen route. This article focuses on a small number of interviews with individuals from the sample as they near completion of their training. It sets the findings of the study in the wider political context of New Labour’s agenda for school reform and the future development of Initial Teacher Education.

Item Type:

Article

Departments, Centres and Research Units:

Educational Studies

Dates:

DateEvent
December 2006Published

Item ID:

6101

Date Deposited:

05 Mar 2012 12:14

Last Modified:

27 Jun 2017 09:44

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/6101

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