Thesis (Ph. D.)--University OF MICHIGAN.

Thesis (Ph. D.)--Middle East Technical University, 2003. / Keywords: chaos theory, pre-service teacher education, organizational change, teacher professionalism, educational restructuring and reform, teacher education programs.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 170-182). Available also in a digital version from Dissertation Abstracts.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains ix, 160 p. Vita. Includes abstract. Includes bibliographical references (p. 136-147).

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 288-301). Available also in a digital version from Dissertation Abstracts.

Thesis (M.A.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains iv, 52 p. Includes abstract. Includes bibliographical references (p. 36-42).

Thesis (Ed. D.)--Liberty University School of Education, 2010. / Includes bibliographical references.

This research is based on a case study of two primary Post Graduate Certificate in Education (PGCE) courses at the same university which was carried out at a time of rapid change and major reform. One of those courses, the Articled Teacher (AT) PGCE was of the 'school based' variety much heralded at the time as the way forward for the preparation of teachers. In this scheme, learner teachers were based, usually alone, for two years in one school in the care of a mentor, with a chance of a 'teaching practice' in another school. The ATs came into the university for seminars, lectures and tutorials. The other route was a more traditional one year course where the students, 75 in number, were based in the university and were sent out, sometimes alone, sometimes in groups, into two or three different schools for 'teaching practice' or 'school experience'. The research focussed on three major factors in making comparisons between the two groups: 1) patterns of loyalty to, and support from, the university and the school; 2) the sources of their theorising about teaching - the ATs relying more on their own personal experience mainly because of their constant need to survive in their schools; 3) the differences between the course providers in schools and in the university which were more important for the ATs because of their course's emphasis on 'partnership' rather than 'integration'. The findings of the fieldwork are placed in the context of a discussion of the recent reforms in initial teacher education with particular reference to their implications for school based training.