Browse by author
Lookup NU author(s): Dr Rachel Lofthouse, Ulrike Thomas
Full text for this publication is not currently held within this repository. Alternative links are provided below where available.
The current Key Stage 3 National Curriculum for England orders that our education foster determination, adaptability, confidence, risk-taking, enterprise, creativity and enjoyment in a cross-curricular context in pupils. To appreciate these dimensions student teachers need to have multiple opportunities to experience such a curriculum for themselves. However, initial teacher education is an intense and demanding experience; student teachers veer between phases of basic survival and personal innovation as they develop their individual pedagogy and personal philosophy. For new secondary teachers their own subject specialism forms a core feature of their emerging professional identity and can act as a barrier to collaborative practice beyond that specialism. This paper discusses one example of a cross-curricular approach in which Art and Geography PGCE students reflect on their experiences of a collaborative event designed to break down subject barriers while exploiting the potential of subject specialism. Data collected from semi-structured interviews conducted with a sample of students during the two-day event is discussed. Data revealed that critical outcomes of the event included the practice and development of genuine collaboration, negotiation, teamwork, and leadership.
Author(s): Lofthouse R, Thomas U, Cole S
Publication type: Article
Publication status: Published
Journal: Teacher Education Advancement Network Journal
Year: 2011
Volume: 2
Issue: 1
Pages: 1-21
Print publication date: 01/04/2011
URL: http://194.81.189.19/ojs/index.php/TEAN/article/viewFile/71/124
