An investigation into the epistemological trajectories of PGCE student teachers as predicated by their espoused pedagogical beliefs
Postgraduate trainee teachers undergo profound shifts in their pedagogical understanding and practices through the year that they are taught at a UK Higher Education Institution. Using an ‘explanatory sequential design’ mixed methods approach in a paired pre–post data retrieval scheme, this longitud...
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University of Birmingham
2017
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| Online Access: | https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.731897 |