An evaluation of the pedagogical uses and cognitive applications to subject specialism teaching in post-compulsory education of the 'chronological' approach described in the best selling text book "Teaching & Training in Post-Compulsory Education"
|Grant type:||Development (2000-08)|
|Leader(s):||Dr Dennis Hayes|
|Organisation:||Canterbury Christ Church University College|
|Contact phone:||01227 782786 / 07733062382|
|Address:||Faculty of Education, Canterbury Christ Church University College, CT1 1QU|
|Start Date:||1 September 2003|
|End Date:||31 October 2006|
|Interim report received:||20 January 2009|
|Final report received:||23 September 2008|
This study will be the first ever evaluation of the uses of the 'chronological approach' in teacher education and in the teaching of specialist subjects in Post-Compulsory Education, as presented in Armitage et al. Teaching and Training in Post-Compulsory Education (Open University Press 1999, Second Edition, 2002, Ch. 9). Theoretical justifications for the 'chronological approach' assume that periodisation and contextualisation of teacher education or of any subject specialism is a requirement of real understanding. It is therefore a professional necessity. A further argument for this approach is that, rather than presenting student teachers and students with historical descriptions, this approach encourages critical thinking. A sample of nine tutors and 45 subject specialists will use the approach and evaluate it during the autumn term 2003. The outcome will be an extensive report showing models of good practice using the chronological report across many disciplines and a fully developed model for practitioners to use. The findings will be disseminated through the ESCalte web site, in a research paper (BERA/LSDA), through the THES/TES, in the third edition of the textbook, and in a series of workshops organised by the partner institutions.