Learning to teach (LETS): developing curricular and cross curricular competences in becoming a 'good' secondary teacher: executive summary

Abstract

5 EXECUTIVE SUMMARY: LEARNING TO TEACH STUDY (LETS) 7 1.0 Introduction 7 1.1 Research design 8 2.0 Summary of findings 11 2.1 Findings Chapter 3: Observation and conversation 11 2.2 Findings Chapter 4: Identity 14 2.3 Findings Chapter 5: Visible and invisible learners 15 2.4 Findings Chapter 6: Emotions and efficacy 16 2.5 Findings Chapter 7: Mathematics teaching 17 2.6 Findings Chapter 8: Modern languages 19 2.7 Findings Chapter 9: Science 21 2.8 Findings Chapter 10: Inclusion 21 2.9 Findings Chapter 11: Reading literacy 23 2.10 Findings Chapter 12: School-University partnerships 24 3.0 Issues 26 3.1 The contested nature and scope of competences and curricular visions 27 3.2 ‘It’s OK to be a learner on the Dip?’: The incompatibility of autonomous professionalism and learning to teach 27 3.3 Extending professional dialogue, observation and mentoring 28 3.4 Learning to teach and learning to include: curricular and cross-curricular competences 29 3.5 Strengthening the school-university dimension of ITE 29 3.6 Insights from cross-professional comparisons: graduated and supported enculturation into practice 30 3.7 The importance of student teachers’ perspective as learners: promoting professional identities and curricular vision 31 4.0 Recommendations 32 4.1 System level 32 4.2 Teacher education institutions 32 4.3 Partnerships in ITE: Schools and universities 33 4.4 Further research 34 5.0 Implications for research, policy and practice 34 5.1 How do students understand becoming competent? 34 5.2 How do they develop this competence? 36 5.3 How can theories help us understand learning to teach? 36