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dc.contributor.authorBlake, David
dc.contributor.authorHanley, Vince
dc.contributor.authorJennings, Mike
dc.contributor.authorLloyd, Michele
dc.identifier.citationBlake , D , Hanley , V , Jennings , M & Lloyd , M 1996 , ' Change in Teacher Education : interpreting and experiencing new professional roles ' , European Journal of Teacher Education , vol. 19 , no. 1 , pp. 19-34 .
dc.identifier.otherPURE: 7218868
dc.identifier.otherPURE UUID: fa5c2a4f-7f84-4cc6-a8ca-b29ea3b726a6
dc.identifier.otherScopus: 3042823974
dc.description.abstractIn this paper we consider the effect of moves by the British Government to make initial teacher education (ITE) in England and Wales more school‐based (Blake, 1993). To monitor the impact of this shift towards school‐based training we conducted a fine grain study of what was happening on the ground within the one‐year Secondary School‐Based Postgraduate Certificate in Education (PGCE) at the Chichester Institute of Higher Education (ChIHE). At the time the research was conducted, the Institute's name was the West Sussex Institute of Higher Education, hence interviewees refer to ‘WSIHE’ and ‘West Sussex’. Data were gathered from questionnaire surveys and interviews. Findings from our regional case study indicate that while school‐based ITE programmes may offer student teachers greater insight into school life, this should not be at the expense of developing students’ analytical and theoretical understanding of education and schooling promoted within higher education‐based worken
dc.relation.ispartofEuropean Journal of Teacher Education
dc.titleChange in Teacher Education : interpreting and experiencing new professional rolesen
dc.contributor.institutionSchool of Education
dc.contributor.institutionSocial Sciences, Arts & Humanities Research Institute
dc.description.statusPeer reviewed
dc.relation.schoolSchool of Education
rioxxterms.typeJournal Article/Review

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