Beginning Teachers as Enquirers: M-Level Work in Initial Teacher Education

Source: European Journal of Teacher Education; Vol. 34 Issue 3, p259-276.  (August, 2011).

This paper presents a study of how practitioner-based enquiry was embedded in an initial teacher education programme; the reasons for this; and the purposes of the strategy, which raised the one-year postgraduate qualification to masters-level.

The article looks at the reasons for the change; the nature of the change, which included educating teachers intending to teach in primary schools together with those intending to teach in secondary; the introduction of practitioner-based enquiry; some early student reaction; and the structural, cultural and learning issues which have emerged.