Developing effective teachers: Perspectives and approaches

‘Beyond the curriculum’ – trainee teachers’ models of knowledge Sam Twiselton This article discusses how pedagogical knowledge can be conceptualised within ITE to support trainee teachers with developing effective learners. In data collected from a large sample of student teachers on a range of ITE programmes over a five-year period, involving systematic observation of a teaching session followed by a semi-structured, indepth interview ((Twiselton, 2000); (Twiselton et al., 2003); (Twiselton, 2004)), it seemed possible to discriminate three distinct categories of student teacher: Task managers: Student teachers in this category viewed their main role as being very product-orientated, concerned with completing the task rather than developing the learning. Examples of comments include: ‘I didn’t want them to start being silly, that was really the main thing I was thinking about’, and ‘Really, I was just concentrating on getting it done’. Curriculum deliverers: