Differences between the 4 paradigms:


- Difference between paradigms is related to the debate around what knowledge is and how it is created.
- The difference is between:
a) Knowledge being in the power of others and ‘given’ to a student teachers (the ‘transmission’ of knowledge and skills), and
b) Knowledge being something that is co-created and able to be influenced by all participants (including students and teachers)
Behaviour management:
- approaches to behavior management might work with one class one week, but then not have the same impact the following week.
- Pupil behavior is built on a complex cocktail of individual and group dynamics and circumstances, and the nature of the curriculum they are present with.
- This level of complexity suggests the need to develop student teachers awareness of their own impact on the situation.
- This is purely individual, as it will involve the student teachers characteristics, beliefs and values, relationships and identity and therefore is akin to the Personalistic paradigm and enabling students’ individual growth as teachers.

Transferring learning between contexts:
- Student teachers have to spend time teaching in two different school contexts.
- Schools, like any institution, have their own atmosphere, ethos and policies which make the straight transfer of skills and knowledge a challenge.
- Student teachers have to be able to transfer their learning between contexts but in such a way that the learning is adaptable and flexible.
- At the extreme side, the student teacher may effectively have to re-learn skills and knowledge that are suitable to the context.

- Adopting the behaviorist or craft paradigms, but the solution doesn’t work in every context?
- Having the ability to transform, adapt and actually reject the strategies can be seen to be a core part of what Taylor describes as “students as teacher and learners” and Zeichner as the Enquiry Orientation.

Limited Time Available:
- Time is short, so need to decide how student teachers are to continue after the ITE course and what skills they need to do so? (e.g. introduction to classroom research).
- What type of teacher do we want to produce from ITE courses?
- How do we achieve this?

Next page Transmission Approach

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