The views of pre-service teachers on the school-based learning component of their mathematics teacher preparation programme

Teacher preparation is a highly contested area in England with a range of epistemological approaches potentially being promoted through the availability of a range of preparation routes. The dominant model of teacher preparation used by programmes led by university education departments is that of developing reflective practitioners. However, other models, including those coined as ‘craftworker’ and ‘executive technician’ in Winch, Oancea, & Orchard (2013), are increasingly promoted by government policy. Aspects of professional training such as learning from a more experienced mentor, learning as part of a ‘community of practice’ (Lave & Wenger, 1991) and the need for practical experiences are all characteristics that parts of teacher preparation share with models of vocational learning and with those in other professions. This paper seeks to explore some of the views of those on secondary mathematics teacher preparation programmes with regard to the characteristics of their school-based learning and their experiences on school placement. Data collected from those on a well-established university-led Postgraduate Certificate of Education programme is compared with that from those on a new school-led School Direct programme indicates some commonality of experiences and suggests possibilities for future work.