ABSTRACT
This is the third chapter in Part II ‘Case studies of learning to teach in specific contexts’. Through its case studies this chapter illustrates the second typology described in Chapter 2, resulting from a combination of a socio-cultural approach to the social situation of development with a sociological concern to understand institutional practices and the particular forms of pedagogic discourse operating within them. The second typology is characterised by alignment across institutions at the meso level, but with a high level of tension or contradiction at the micro level. This pattern is potentially more common in situations where student teachers are trying to re-contextualise knowledge for their pupils within the specific school context, but where the approach they take is strongly influenced by adherence to beliefs about the ‘ideal’ way in which they think they should be planning and teaching.
