Flexibility in initial teacher education: implications for pedagogy and practice

Morrison, Liz and Pitfield, Maggie. 2006. Flexibility in initial teacher education: implications for pedagogy and practice. Journal of Education for Teaching, 32(2), pp. 185-196. ISSN 0260-7476 [Article]

No full text available
[img] Text
Flexibility_in_ITE_JET_article.pdf - Published Version
Permissions: Administrator Access Only

Download (154kB)

Abstract or Description

This paper focuses on recent and innovative moves towards flexible learning in initial teacher education programmes in England and Wales, as part of the ‘widening participation’ agenda in higher education and in response to changes in teacher recruitment patterns.

We take as our perspective our own experience as two course tutors in a higher education institution that introduced flexible routes into its secondary teacher education programme at the beginning of the academic year 2002/2003. Using the university’s model for our case study, we have undertaken a small-scale research project and reviewed the literature describing flexible learning discourses in higher education, to consider the extent to which concepts of flexibility are being translated into practice. In particular we highlight some implications for pedagogy and practice that have become apparent at this early stage in the development of flexible courses and which will have an impact upon their progress in the future.

Item Type:


Departments, Centres and Research Units:

Educational Studies


May 2006Published

Item ID:


Date Deposited:

05 Mar 2012 12:11

Last Modified:

29 Apr 2020 15:31

Peer Reviewed:

Yes, this version has been peer-reviewed.



View statistics for this item...

Edit Record Edit Record (login required)