<abstract xmlns="http://www.w3.org/1999/xhtml"><p>This paper draws upon data from a broader piece of research aimed at examining pre-service teachers' views of their initial teacher education within the context of a master’s degree programme in teaching. The data were collected through questionnaires and written narratives at the beginning and at the end of the programme. In this paper, the data arising from 47 narratives at the end of the programme are presented. Five categories emerged from the qualitative data: curriculum content, teaching practice, the role of teacher educators, teaching and learning methods, the organisational aspects and structure of the programme. Although the participants identified positive aspects of the initial teacher education programme, they also stress that there is room for improvement, especially with regard to a greater coherence of the curriculum and a better articulation of its different components. Implications of the findings for enhancing the quality of initial teacher education and the role of teachers’ educators are discussed.</p></abstract>

This paper draws upon data from a broader piece of research aimed at examining pre-service teachers' views of their initial teacher education within the context of a master’s degree programme in teaching. The data were collected through questionnaires and written narratives at the beginning and at the end of the programme. In this paper, the data arising from 47 narratives at the end of the programme are presented. Five categories emerged from the qualitative data: curriculum content, teaching practice, the role of teacher educators, teaching and learning methods, the organisational aspects and structure of the programme. Although the participants identified positive aspects of the initial teacher education programme, they also stress that there is room for improvement, especially with regard to a greater coherence of the curriculum and a better articulation of its different components. Implications of the findings for enhancing the quality of initial teacher education and the role of teachers’ educators are discussed.

Pre-service Teachers’ Views of Their Training: Key Issues to Sustain Quality Teacher Education

Journal of Teacher Education for Sustainability

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

This paper draws upon data from a broader piece of research aimed at examining pre-service teachers' views of their initial teacher education within the...

Pre-service Teachers’ Views of Their Training: Key Issues to Sustain Quality Teacher Education

Publié en ligne: 11 mars 2015

Pages: 39 - 53

DOI: https://doi.org/10.2478/jtes-2014-0010

Mots clés
initial teacher education, student teachers, teaching practice

© Maria Assunção Flores, Patrícia Santos, Sandra Fernandes, Diana Pereira

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Pre-service Teachers’ Views of Their Training: Key Issues to Sustain Quality Teacher Education

Publié en ligne: 11 mars 2015

Pages: 39 - 53

DOI: https://doi.org/10.2478/jtes-2014-0010

Mots clésinitial teacher education, student teachers, teaching practice

© Maria Assunção Flores, Patrícia Santos, Sandra Fernandes, Diana Pereira

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
initial teacher education, student teachers, teaching practice