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Abstract
This paper argues that the implications of the concept of situated learning are important when developing a curriculum for initial teacher education (ITE). It describes and analyses the use of a model of ITE designed to stimulate discussions promoting the development of professional craft knowledge situated mainly in schools and to connect these with a wider research‐based understanding of educational issues situated mainly in the context of university departments. Findings from a study of trainee teachers following a one‐year postgraduate ITE programme based on this model indicate that it did help trainees to develop professional craft knowledge. However, socio‐cultural differences between the school and university contexts made it difficult for trainees to translate ideas introduced in the university into their school‐based practice. The implications of these findings for developing the model and for ITE in general are discussed.
Acknowledgements
The author is indebted to Professor Keith Postlethwaite for the expert guidance and advice he provided during the planning of this study and the writing of this paper. Thanks are also given to the PGCE students who agreed to participate in this study and the anonymous referees who provided extremely valuable comments on an earlier version of this paper.
Notes
1. Interested readers can visit http://education.exeter.ac.uk/pages.php?id=341 where they will find details of the ‘framework for dialogue about teaching’ and other aspects of the model of ITE being discussed in this paper.