Addison, Nicholas;
Burgess, Lesley;
(2003)
Challenging Orthodoxies through Partnership: PGCE Students as agents of change.
In: Addison, Nicholas and Burgress, Lesley, (eds.)
Issues in art and design teaching.
(pp. 158-163).
Routledge: Taylor & Francis Group: London, UK.
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Abstract
The most popular route to becoming a secondary school teacher in the UK is the Postgraduate Certificate in Education (PGCE), a model that relies on a partnership between schools and universities. Although this model is recognised as efficient and effective it brings together institutions in collaboration whose aims do not always converge. Often one side is accused of pragmatism while the other is denounced for its unrealism. Neither institution seems fully to appreciate the other and so simple oppositions may be set up and perpetuated through misunderstandings. When this arises student teachers are positioned uncomfortably in the middle and in order to survive they have to negotiate a pedagogical identity that acknowledges potential differences.
| Type: | Book chapter |
|---|---|
| Title: | Challenging Orthodoxies through Partnership: PGCE Students as agents of change |
| ISBN-13: | 9780415266697 |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | This version is the author-accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Secondary school, Art & design, Curriculum development, Initial teacher education |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10004582 |
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