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Reference: Hagger, Hazel., (1995). The problems and possibilities for interns of gaining access to experienced teachers' craft knowledge. DPhil. University of Oxford.Citable link to this page:

 

The problems and possibilities for interns of gaining access to experienced teachers' craft knowledge

Abstract: This thesis is concerned with the problems and possibilities of student teachers' access tothe professional craft knowledge of practitioners within the Oxford Internship Scheme.The study builds on previous research by Brown and Mclntyre (1986, 1988, 1993), and isset within the wider context of recent research on teachers' thinking and on studentteachers learning from experienced teachers.The investigation reported in this thesis is broadly conceived as an action research study,focusing on the theoretical and practical questions raised by the attempt to institutionalisestudent teachers' access to experienced teachers' craft knowledge within a PGCEprogramme. A number of investigations were conducted over a period of two years andtogether they consistute preliminary studies in the light of which the research problem wasrevised and developed. The main study investigated the effectiveness of plans for enablinginterns (student teachers within the Oxford scheme) to gain access to teachers' craftknowledge.Post-lesson conversations between interns and experienced teachers were audio-taped andcontent analysed. The main finding from the content analysis is that it is possible forstudent teachers to access experienced teachers craft knowledge through the adoption ofprocedures broadly similar to those used by Brown and Mclntyre (1993) wheninterviewing teachers following observation of their teaching.Semi-structured interviews were conducted separately with a sample of the interns andteachers involved. Analysis of these interviews focuses on teachers' and interns'interpretations of the conversations, on this general approach to learning about teaching,on the use which interns made of craft knowledge they accessed, and on wider viewsabout acquiring the knowledge needed for teaching. Further analysis of six cases exploresthe



Autor: Hagger, Hazel. - institutionUniversity of Oxford facultyDept. of Educational Studies - - - - Bibliographic Details Issue Date: 19

Fuente: https://ora.ox.ac.uk/objects/uuid:056c2835-e034-4168-b81a-2731a173d05b



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