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Meta-teaching in Initial Teacher Education - An analysis of teacher educator pedagogy using stimulated recall method in a UK-based university

Wright, Debbie; (2022) Meta-teaching in Initial Teacher Education - An analysis of teacher educator pedagogy using stimulated recall method in a UK-based university. Doctoral thesis (Ed.D), UCL (University College London). Green open access

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Abstract

Abstract Title: Meta-teaching in Initial Teacher Education - An analysis of teacher educator pedagogy using stimulated recall method in a UK-based university. A longstanding issue for teacher educators has been the successful integration of theory and practice for student teachers. This thesis explored how teacher educators’ pedagogy supports the development of student teachers’ understanding of these two aspects. A case study approach was utilised for data collection, drawing on the perceptions of teacher educators’ and student teachers’ experiences, locating it in a social constructivist paradigm. Five experienced teacher educators were interviewed using a stimulated recall method, in which video recordings of seminar teaching were discussed via 1:1 semi-structured interviews. A stimulated recall method was chosen, as it had not been extensively used in teacher education. Additionally, two student focus group interviews were undertaken, and voluntarily submitted reflection sheets from further students were collected. Interviews were transcribed, and the data was coded and organised using thematic analysis. The study was framed by concepts of pedagogical reasoning and Swennen et al’s view of congruent teaching (2008), in which the explicit modelling and deconstruction of practice supports student teachers’ development. The findings revealed that teacher educators used meta-teaching and modelling strategies in their practice to support understanding of theory in teaching. Teacher educators also highlighted the importance of opportunities for students to reflect on practice. The use of stimulated recall emerged as an important method to support teacher educators’ own professional development. The findings revealed that students were able to identify the meta-teaching within teacher educators’ practice and valued the opportunities to reflect on their own understanding. Theory was viewed by the students as an important component of their development as teachers.

Type: Thesis (Doctoral)
Qualification: Ed.D
Title: Meta-teaching in Initial Teacher Education - An analysis of teacher educator pedagogy using stimulated recall method in a UK-based university
Event: UCL (University College London)
Open access status: An open access version is available from UCL Discovery
Language: English
Additional information: Copyright © The Author 2022. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/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 > 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 - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10142100
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