Merchant, Georgina Frances Hamilton;
(2020)
Research-informed thinking: the contribution of a Master’s module in the postgraduate initial teacher education programme.
Doctoral thesis (Ed.D), UCL (University College London).
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Abstract
This thesis asks: ‘What is the contribution of a Master’s module that requires reading, reflection and a written 5000-word essay to a primary postgraduate initial teacher education programme, the PGCE?’ It examines this question from the perspectives of PGCE student teachers, alumni in their first year of teaching, and lecturers. How does it help them to consider and use research evidence in their practice? As an experienced primary teacher who has worked on the Primary PGCE for 13 years, I was interested in what difference the study at Master’s level is making. Literature suggests that the research engagement that Master’s study necessitates benefits the development of effective primary teachers. Data for this thesis were gathered using mixed methods: questionnaires, focus groups and semi-structured interviews in the context of one particular Master’s module within a university-led Primary PGCE. It draws on enactivist theories about cognition and knowledge. Findings were interesting and not conclusive. Many student teachers did not see the Master’s level qualification as offering status, or to be necessary in any way for the profession as a whole. They did, however, value its contribution to their initial teacher education. There was a realisation that part of being an effective teacher is to be able to draw on and use the differences found between practice encountered at school, the theory and pedagogies explored at university, and the beliefs that have come to be held about teaching that are rooted in personal experience. The potential cognitive dissonance was proposed as a resource that could be embraced, to enable new teachers to feel confident to use autonomy in their classroom practice.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ed.D |
| Title: | Research-informed thinking: the contribution of a Master’s module in the postgraduate initial teacher education programme |
| Event: | UCL |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2020. Original content in this thesis is licensed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) Licence (https://creativecommons.org/licenses/by/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10110617 |
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