How shall we address the Learning Sciences in ITE?

McMahon, K (2021) How shall we address the Learning Sciences in ITE? Bath Spa University, Bath.

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Abstract

This document is an outcome of the project 'The Learning Sciences in Initial Teacher Education' based at Bath Spa University (2019-2020) and funded by the Wellcome Trust. Cognitive psychology and neuroscience don’t provide definitive answers to complex educational questions. We see them as offering new information, frameworks and perspectives that should be examined in relation to other educational ideas and aims. We take a positive view of the new possibilities for understanding learning: research from the learning sciences could extend existing ideas or offer different kinds of explanations. If in this process contradictions appear we can and should use that as a provocation for debate. Initial Teacher Education (ITE) could play a key role in this through the ways in which we position research, literature and theory in the curriculum and discuss it with trainee teachers. In this document we share our experience of curriculum development within a Primary PGCE course.

Item Type: Commissioned Report
Note:

Funding provided by the Wellcome Trust.

Project Team 2019-2020: Kendra McMahon, Alison Lee, Pete Etchells, Lisa Howarth, Kate Humphreys, Darren McKay, Emma Arblaster, Emma Asprey, Kerry-Anne Barber and Lynn Salter. Report prepared by Kendra McMahon.

Keywords: initial teacher education, initial teacher training, Core Content framework for ITT, cognitive psychology, neuroscience, science of learning, learning sciences
Subjects: L Education > L Education (General)
R Medicine > RC Internal medicine > RC0321 Neuroscience. Biological psychiatry. Neuropsychiatry
Divisions: School of Education
Research Centres and Groups: Centre for Research in Scientific and Technological Education
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Date Deposited: 28 Mar 2022 14:17
Last Modified: 28 Mar 2022 14:19
URI / Page ID: http://researchspace.bathspa.ac.uk/id/eprint/13964
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