Developing Scholarship and Research Skills: Interrogating the Literature on Subject Specialist Trainee Teachers’ Desirable Features
Authors
Davies, Sarah
Omeni, Debbie Chidinma
Baker, Pip
Pickering, Natalie
Willshire, Katie
Hardy, Alison
Blazewicz-Bell , Rachel
Walters, Aisling
Issue Date
2024
Educational Level
ISCED Level 7 Master’s or equivalent
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This study was conducted by the Secondary School Subjects Special Interest Group (SSS-SIG) at Nottingham Trent University. It focused on improving Initial Teacher Education (ITE) programs for secondary subject teachers in England, with the aim of influencing both the university's own programs and regional/national policy. The inquiry addressed the need to better understand the key characteristics expected of secondary Postgraduate Certificate in Education (PGCE) trainees across various subject specialisms.
Aims: The research sought to develop scholarship and research skills among early-career teacher educators and investigate the desirable traits of trainee teachers in secondary education. Key aims included understanding the balance between subject knowledge and pedagogical skills, identifying how these expectations vary across different subjects, and using this insight to inform course design and revalidation processes within ITE programs.
Methods: A systematic literature review was employed, following a structured process of question development, literature search, data extraction, and thematic analysis. The research team analyzed studies related to secondary PGCE courses using academic databases and compiled the results into a thematic framework. Tools such as PRISMA diagrams and literature matrices were utilized to document and compare findings across subject areas.
Findings: Seven key themes emerged, highlighting the importance of balancing subject knowledge and pedagogical skills, the challenges of designing generic teacher education programs, the effectiveness of subject knowledge enhancement courses, the development of practical teaching skills, and the role of reflection and mentorship. Additionally, the interplay between mentorship and school-based experiences was found to be crucial for trainee development, with different expectations observed across subjects.
Implications: This study suggests that teacher education programs need to carefully balance subject- specific and pedagogical training. Other teacher educators might reflect on the importance of incorporating reflective practices, mentorship, and subject-specific approaches into PGCE courses. It also emphasizes the value of integrating theory with practice through enhanced school-based learning opportunities.
Aims: The research sought to develop scholarship and research skills among early-career teacher educators and investigate the desirable traits of trainee teachers in secondary education. Key aims included understanding the balance between subject knowledge and pedagogical skills, identifying how these expectations vary across different subjects, and using this insight to inform course design and revalidation processes within ITE programs.
Methods: A systematic literature review was employed, following a structured process of question development, literature search, data extraction, and thematic analysis. The research team analyzed studies related to secondary PGCE courses using academic databases and compiled the results into a thematic framework. Tools such as PRISMA diagrams and literature matrices were utilized to document and compare findings across subject areas.
Findings: Seven key themes emerged, highlighting the importance of balancing subject knowledge and pedagogical skills, the challenges of designing generic teacher education programs, the effectiveness of subject knowledge enhancement courses, the development of practical teaching skills, and the role of reflection and mentorship. Additionally, the interplay between mentorship and school-based experiences was found to be crucial for trainee development, with different expectations observed across subjects.
Implications: This study suggests that teacher education programs need to carefully balance subject- specific and pedagogical training. Other teacher educators might reflect on the importance of incorporating reflective practices, mentorship, and subject-specific approaches into PGCE courses. It also emphasizes the value of integrating theory with practice through enhanced school-based learning opportunities.
Description
Keywords (free text)
secondary teacher education , initial teacher education , reflective practice , teacher subject knowledge , mentorship , pedagogical skills