Change in Teacher Education: interpreting and experiencing new professional roles

David Blake, Vince Hanley, Mike Jennings, Michele Lloyd

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    1 Citation (Scopus)


    In this paper we consider the effect of moves by the British Government to make initial teacher education (ITE) in England and Wales more school‐based (Blake, 1993). To monitor the impact of this shift towards school‐based training we conducted a fine grain study of what was happening on the ground within the one‐year Secondary School‐Based Postgraduate Certificate in Education (PGCE) at the Chichester Institute of Higher Education (ChIHE).
    At the time the research was conducted, the Institute's name was the West Sussex Institute of Higher Education, hence interviewees refer to ‘WSIHE’ and ‘West Sussex’.
    Data were gathered from questionnaire surveys and interviews. Findings from our regional case study indicate that while school‐based ITE programmes may offer student teachers greater insight into school life, this should not be at the expense of developing students’ analytical and theoretical understanding of education and schooling promoted within higher education‐based work
    Original languageEnglish
    Pages (from-to)19-34
    Number of pages16
    JournalEuropean Journal of Teacher Education
    Issue number1
    Publication statusPublished - 1996


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