There are some limitations within the data of this research due to its qualitative approach involving a small sample. However I felt that using a mixed methods approach with triangulating data helped to ensure its validity. Also rigorous analysis through using a well-established qualitative analysis tool ensured that themes within data were thoroughly explored and cross-referenced.
Also it could be said that working with only three EBITTs placed limitations on how far the findings could be generalised. However, I considered that these contrasting EBITTs offered a good cross-section of provision and by keeping the scope focused more in- depth and richer data was obtained. Because the research was confined to mathematics and science which have large departments there were indications that the findings would have been different for minority subjects. However, rather than a limitation this
indicates an area for further exploration.
Other data limitations were related to the nature of the GTP which places constraints on the key players’ time to be involved with the research. Also as many interviewees were self-selected there was a level of subjectivity related to their decision. For example, some GTs had experienced difficulty during their training and so having an opportunity
contact I was unable to interview each GT’s mentor which would have provided additional ‘completeness’ to the data.
Another limitation was the number of EBITT sessions observed which was due to a combination of my availability and difficulty in making contact to agree access. So whilst the sessions seen provided valuable triangulating data there were areas that might have been enriched if more sessions had been observed. For example, I was unable to observe any Kingsview GT sessions which would have provided more insight into how their generic central training approach worked in practice.
Whilst I was not seeking to explore PCK/SKfT in depth I could see that more questions could have been asked about how mathematics and science topics were approached within mentor/mentee meetings. In particular, whether a transformative approach was taken when looking at how to plan for and teach topics.
Finally, I considered whether my role as an ‘insider’ researcher placed limitations on how I interacted with my participants and the data and led me to focus on some aspects to the detriment of others. However, I found that by choosing not to research my own provision I was able to avoid bias whilst benefitting from insider knowledge and understanding of my empirical field.
7.7 Summary
This research provided insight into the different elements of an employment-based route of ITT that contribute to PCK/SKfT development and included a school-led provider. School-led provision was shown to have some striking contrasts in respect of
programme delivery and training context. The context placed some limitation on the experience of its PSTs and the provision also lacked the advantage of an external layer of support and quality assurance provided by an HEI-led EBITT. Additionally many teachers felt at a disadvantage having to take on a teacher educator role.
This research also provided more evidence for a constructivist view of PCK/SKfT development with PSTs’ professional practice based on pre-existing beliefs and experiences and their interaction with their training context. Teaching orientation was an important part of this development and strongly linked to individual backgrounds.
126
Also within a constructivist paradigm informal learning within a community of practice was shown to be as important to PCK/SKfT development as central training and
working with mentors. This research thus supported a constructivist PCK/SKfT model but one which included ‘self, beliefs, prior experiences’ as an overarching influence and included ‘orientation’ within ‘knowledge of pedagogy’. There was additionally the need for a transformative approach to PCK/SKfT training via learning to teach specific topics especially those that PSTs find most challenging.
The research also showed how supernumerary status did not necessarily benefit
PCK/SKfT development and that a short SSE can be as valuable as a longer placement. Also revealed was that whilst some aspects of ‘rogue’ behaviour still persisted in schools there was a distinction between ‘deliberate’ and ‘unintended’ rogue school behaviour which had previously not been identified.
Chapter Eight
Recommendations for future practice and concluding comments
8.1 IntroductionThis research had asked ‘how mathematics and science Graduate Teachers acquire subject knowledge for teaching and what were the factors that influenced this?’ It revealed the rationale and elements through which an employment-based ITT route developed mathematics and science PCK/SKfT which previously had not been holistically addressed. Furthermore this was the first time that school-led EBITT provision had been explored and it was apparent that it operated in a different context which impacted on its PCK/SKfT provision.
This chapter makes recommendations to policy makers, schools, HEIs, ITT providers and inspection regimes drawing on the conclusions in Chapter Seven. These refer in particular to the delivery of PCK/SKfT input for alternative school-based routes in particular England’s SD and SSD programmes. Also where applicable it considers the implications for ITT overall.