342
counter to unrelated theory it will be the experiential and emotive
strength of experience which will accomplish the teaching. And
neither education nor teacher education can afford to let this happen.
PGCE in the process of teacher education
Professional education and personal change
The concern with professional education and personal change comes
froι
the
third
theme
isolated in the research.
It stresses that
the
PGCE as
of initial teacher education commonly takes
place
after the students have had a substantial exposure to schooling
and higher education. The majority of students will re-enter schools
and will remain there for substantial periods. Therefore the PGCE
should be seen as initial and introductory, a part of the students’
continuing education as teachers which incorporates past experience
and anticipates both future experience and education.
The research
indicates that for the students the PGCE year is one of personal
development and learning.
growth and change as well as professional
Awareness of this
should underpin all areas of the PGCE work.
Whilst
entry to teaching
involves personal adjustments and choices it equally
involves political decisions and actions which require an emphasis
which does not divorce them from the personal.
Recognition of these
factors require new ways of working with students
re-orientations
on the parts of tutors
and re-conceptions of with what and how the
PGCE works and critically changes in
modes
of assessment.
As Salmon
states
Taking seriously the ideas of
people as knowers would
mean being
concerned about
the kind of knowledge
that individuals bring to any situation ..... (19δ0
P7)
More intriguing information
1. Confusion and Reinforcement Learning in Experimental Public Goods Games2. Barriers and Limitations in the Development of Industrial Innovation in the Region
3. A COMPARATIVE STUDY OF ALTERNATIVE ECONOMETRIC PACKAGES: AN APPLICATION TO ITALIAN DEPOSIT INTEREST RATES
4. The name is absent
5. Effects of a Sport Education Intervention on Students’ Motivational Responses in Physical Education
6. SOME ISSUES CONCERNING SPECIFICATION AND INTERPRETATION OF OUTDOOR RECREATION DEMAND MODELS
7. REVITALIZING FAMILY FARM AGRICULTURE
8. Asymmetric transfer of the dynamic motion aftereffect between first- and second-order cues and among different second-order cues
9. The name is absent
10. Investment and Interest Rate Policy in the Open Economy