The first year of teacher preparation: Transition to pedagogical thinking?

references and notes

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• The study followed eight elementary education students through two years of undergraduate preparation, including student teaching. The students were chosen from candidates nominated by programme co‐ordinators and matched on the basis of survey data collected on all undergraduate teacher education students at Michigan State University. Four are enrolled in the Academic Learning Programme, and four in the Decision‐Making Programme. These two programmes differ in structure, content and ideology. Each term and at the end of the year, students were interviewed about what they were learning and how that might help them in teaching and learning to teach. The interviews probed parallel aspects of the observed curriculum in relation to these issues
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• All names used in the two case studies are same‐sex pseudonyms
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• Excerpts from the interview protocols are unedited, except for the deletion of repetitions and ‘uh's’. Occasionally, we have highlighted key terms and phrases and structured long excerpts by introducing paragraphs
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• A spiral curriculum allows for increasingly more sophisticated study of the same topic across grade levels
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