Franks, Josh;
Merchant, Georgina;
Sappor, Gideon;
(2025)
Teaching using ability groups in English primary schools: The perspectives of university-based student teachers.
Teaching and Teacher Education
, 167
, Article 105198. 10.1016/j.tate.2025.105198.
(In press).
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Abstract
This paper focuses on the impact felt by primary school Student Teachers (STs) engaging with research at university that highlights concerns associated with ability grouping, while simultaneously working within classrooms that use ability groups while on school placement. Drawing upon interview data from eight STs - part of a larger study exploring the experiences of final year STs in England - findings illustrate a theory-practice divide, revealing significant tensions that lead to mistrust of university guidance. The research highlights a need for universities to work with schools to provide STs with clearer models of varied, realistic and effective grouping practices.
| Type: | Article |
|---|---|
| Title: | Teaching using ability groups in English primary schools: The perspectives of university-based student teachers |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1016/j.tate.2025.105198 |
| Publisher version: | https://doi.org/10.1016/j.tate.2025.105198 |
| Language: | English |
| Additional information: | © 2025 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/). |
| Keywords: | Social Sciences, Education & Educational Research, Ability grouping (grouping by ability), Mixed-attainment (mixed-ability), Student teachers (pre-service teachers), University-based initial teacher education, Primary school, Theory-practice divide, EDUCATION, TRACKING, IMPACT |
| 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 - Learning and Leadership |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10216893 |
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