Summary
This resource is a summary of a research report, which has been submitted for publication in an academic journal. The research examined student teachers’ attitudes towards the standards for qualified teacher status and, in particular, how their perception of their difficulty changes during four PGCE courses, at the universities of Bath Spa, Oxford Brookes, Reading and Southampton. The subjects of the investigation were fifty-four training music teachers, all of whom were full-time students working towards a Postgraduate Certificate in Education (PGCE).
Author name:
James Garnett, Tim Cain, Mary Stakelum, Robert Legg and Dylan Gwyer-Roberts
Description:
This resource is a summary of a research report, which has been submitted for publication in an academic journal. The research examined student teachers’ attitudes towards the standards for qualified teacher status and, in particular, how their perception of their difficulty changes during four PGCE courses, at the universities of Bath Spa, Oxford Brookes, Reading and Southampton. The subjects of the investigation were fifty-four training music teachers, all of whom were full-time students working towards a Postgraduate Certificate in Education (PGCE). All were graduates, and between them the cohort had a range of first degrees, most in music or music-related subjects.
