Picture of sea vessel plough through rough maritime conditions

Innovations in marine technology, pioneered through Open Access research...

Strathprints makes available scholarly Open Access content by researchers in the Department of Naval Architecture, Ocean & Marine Engineering based within the Faculty of Engineering.

Research here explores the potential of marine renewables, such as offshore wind, current and wave energy devices to promote the delivery of diverse energy sources. Expertise in offshore hydrodynamics in offshore structures also informs innovations within the oil and gas industries. But as a world-leading centre of marine technology, the Department is recognised as the leading authority in all areas related to maritime safety, such as resilience engineering, collision avoidance and risk-based ship design. Techniques to support sustainability vessel life cycle management is a key research focus.

Explore the Open Access research of the Department of Naval Architecture, Ocean & Marine Engineering. Or explore all of Strathclyde's Open Access research...

Socioculturally situated narratives as co-authors of student teachers' learning from experience

Philpott, Carey (2014) Socioculturally situated narratives as co-authors of student teachers' learning from experience. Teaching Education, 25 (4). pp. 391-409. ISSN 1047-6210

PDF (Philpott-TE2014-socioculturally-situated-narratives-student-teachers-experience)
Accepted Author Manuscript
License: Creative Commons Attribution-NonCommercial-ShareAlike 4.0 logo

Download (690kB) | Preview


This paper reports on research into the ways in which student teachers’ experiential learning is mediated by socioculturally situated narrative resources. The research uses Wertsch’s idea of the narrative template as a co-author of individual narratives. This idea is developed to be useful in the particular context of initial teacher education. Transcripts from post lesson observation discussions between student teachers, school based mentors and university based tutors are used to analyse the processes by which beginning teachers master the use of narrative templates for making sense of and, therefore learning from, their experiences. This research is put into the context of debates about the centrality of ‘on the job’ learning to initial teacher education and developing interest in recent decades in models of teacher knowledge and teacher learning.