University of Hertfordshire

From the same journal

Change in Teacher Education: interpreting and experiencing new professional roles

Research output: Contribution to journalArticlepeer-review

  • David Blake
  • Vince Hanley
  • Mike Jennings
  • Michele Lloyd
View graph of relations
Original languageEnglish
Pages (from-to)19-34
Number of pages16
JournalEuropean Journal of Teacher Education
Publication statusPublished - 1996


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

ID: 7218868