This thesis uses a framework derived from the work of Wertsch and Bruner to provide a sociocultural analysis of narratives of classroom experience created collaboratively by student teachers, school based mentors and university based tutors participating in a one year secondary Post Graduate Certificate in Education course at one English university. The narratives analysed are constructed during meetings in one placement school between students, mentors and tutors after all three have participated in an episode of teaching led by the student. The thesis explores the ways in which the Professional Standards for Qualified Teacher Status provide what Wertsch calls a narrative template that 'co-authors ' student teachers narratives of classroom experience and, therefore, shapes what sense they make of their experiences and what they learn from them. The thesis also explores the process through which the student teachers master this narrative template during these collaborative narrative making events.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:658085 |
| Date | January 2015 |
| Creators | Philpott, Carey |
| Publisher | Lancaster University |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
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