New professionals in formation: how do student teachers conceptualize their own learning?

We examine how beginning teachers in the UK conceptualise their own learning to teach, using the 'Conceptual Change' approach (Vosniadou, 2013). Our sample of 37 from three university centres includes primary and secondary beginning teachers on undergraduate and postgraduate routes, and a new school-based route into teaching ('School Direct'). We conducted interviews in the middle and at the end of their teacher education programmes. We identified six dimensions within beginning teachers conceptions of learning to teach. Our analysis indicates that a high degree of self-determination was associated with reflection on ‘being a teacher’ and a view of knowledge for teaching as uncertain. Many student teachers did not appear to change their conception at all and others regressed from a more complex conception of learning to teach to being recipients of 'good ideas'. Those who experienced co-construction seemed to be more open to conceptualizing learning to teach as complex. This matters for teacher educators who, we believe, should pay careful attention to what they are encouraging student teachers to focus on in their reflection and should aim to create conditions for learning in which student teachers experience co-construction.

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