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Conflict, transition and agency: Reconceptualising the process of learning to teach

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Conflict, transition and agency: Reconceptualising the process of learning to teach. / Steadman, Sarah.

In: TEACHING AND TEACHER EDUCATION, Vol. 107, 103475, 11.2021.

Research output: Contribution to journalArticlepeer-review

Harvard

Steadman, S 2021, 'Conflict, transition and agency: Reconceptualising the process of learning to teach', TEACHING AND TEACHER EDUCATION, vol. 107, 103475. https://doi.org/10.1016/j.tate.2021.103475

APA

Steadman, S. (2021). Conflict, transition and agency: Reconceptualising the process of learning to teach. TEACHING AND TEACHER EDUCATION, 107, [103475]. https://doi.org/10.1016/j.tate.2021.103475

Vancouver

Steadman S. Conflict, transition and agency: Reconceptualising the process of learning to teach. TEACHING AND TEACHER EDUCATION. 2021 Nov;107. 103475. https://doi.org/10.1016/j.tate.2021.103475

Author

Steadman, Sarah. / Conflict, transition and agency: Reconceptualising the process of learning to teach. In: TEACHING AND TEACHER EDUCATION. 2021 ; Vol. 107.

Bibtex Download

@article{cb7d5386248c4c6dae1a811bbd54d2b7,
title = "Conflict, transition and agency: Reconceptualising the process of learning to teach",
abstract = "This paper details a conceptual framework for the shared discussion of teacher learning and development constructed around concepts of conflict, transition and agency. Arising from ethnographic study conducted in three contrasting graduate-level teacher education routes in England, the research findings present the process of learning to teach as inevitably conflictive. The resulting conceptual framework provides both a framing for current theories on teacher learning and a tool for discussion among teacher educators and preservice teachers across different routes into teaching. In addressing concepts relevant to ongoing teacher development, the framework is useful beyond the preservice experience and the English context.",
author = "Sarah Steadman",
note = "Funding Information: This research was supported by the Economic and Social Research Council , via the London Interdisciplinary Social Science Doctoral Training Partnership Studentship Competition. Publisher Copyright: {\textcopyright} 2021 Elsevier Ltd Copyright: Copyright 2021 Elsevier B.V., All rights reserved.",
year = "2021",
month = nov,
doi = "https://doi.org/10.1016/j.tate.2021.103475",
language = "English",
volume = "107",
journal = "TEACHING AND TEACHER EDUCATION",
issn = "0742-051X",
publisher = "Elsevier Ltd",

}

RIS (suitable for import to EndNote) Download

TY - JOUR

T1 - Conflict, transition and agency: Reconceptualising the process of learning to teach

AU - Steadman, Sarah

N1 - Funding Information: This research was supported by the Economic and Social Research Council , via the London Interdisciplinary Social Science Doctoral Training Partnership Studentship Competition. Publisher Copyright: © 2021 Elsevier Ltd Copyright: Copyright 2021 Elsevier B.V., All rights reserved.

PY - 2021/11

Y1 - 2021/11

N2 - This paper details a conceptual framework for the shared discussion of teacher learning and development constructed around concepts of conflict, transition and agency. Arising from ethnographic study conducted in three contrasting graduate-level teacher education routes in England, the research findings present the process of learning to teach as inevitably conflictive. The resulting conceptual framework provides both a framing for current theories on teacher learning and a tool for discussion among teacher educators and preservice teachers across different routes into teaching. In addressing concepts relevant to ongoing teacher development, the framework is useful beyond the preservice experience and the English context.

AB - This paper details a conceptual framework for the shared discussion of teacher learning and development constructed around concepts of conflict, transition and agency. Arising from ethnographic study conducted in three contrasting graduate-level teacher education routes in England, the research findings present the process of learning to teach as inevitably conflictive. The resulting conceptual framework provides both a framing for current theories on teacher learning and a tool for discussion among teacher educators and preservice teachers across different routes into teaching. In addressing concepts relevant to ongoing teacher development, the framework is useful beyond the preservice experience and the English context.

UR - http://www.scopus.com/inward/record.url?scp=85112664934&partnerID=8YFLogxK

U2 - https://doi.org/10.1016/j.tate.2021.103475

DO - https://doi.org/10.1016/j.tate.2021.103475

M3 - Article

VL - 107

JO - TEACHING AND TEACHER EDUCATION

JF - TEACHING AND TEACHER EDUCATION

SN - 0742-051X

M1 - 103475

ER -

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