This text reports a study of 20 student primary teachers, 10 on a
conventional PGCE course and 10 on a school-based articled teacher
training course. By documenting their learning experiences over a
two year period, the authors explore the factors that facilitate or
impede the students' learning as teachers. In drawing upon these
case studies together with existing theoretical models of
professional development, the authors distinguish several key
characteristics of learning to teach and discuss the implications
of these for the design of effective school-based teacher education
courses.
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