ABSTRACT
As the studies reviewed in Chapter 2 reveal, the processes of learning to teach have been investigated in numerous ways. Researchers have pursued their work from a variety of theoretical and disciplinary perspectives, have adopted different foci and have used diverse research methods and procedures to collect and analyse data. Attempts to understand the experience of novice teachers’ learning to teach have taken researchers along different conceptual routes. The result, not surprisingly, is a partial, patchy and poorly organized knowledge base, and little effort so far appears to have been directed towards synthesizing this knowledge or developing more comprehensive theoretical frameworks for understanding the professional growth that occurs in the early stages of a teacher’s career.
