ABSTRACT
This is the sixth chapter in Part II ‘Case studies of learning to teach in specific contexts’. Through its case studies this chapter illustrates the fifth 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 fifth typology is characterised by alignment between the individual student teacher and the HEI, and some degree of misalignment with the school. In these cases, the dominance of the programme’s aims and conceptions of the subject, and of subject pedagogy and views of pupils’ learning, as understood and held by the individual, clashed with those of the school often around classroom practices or curriculum. Whilst these tensions and contradictions provide a fertile ground for development, the potential for change represented an individual struggle between ‘fitting-in’ or ‘challenging the status quo’ in what is for the student teacher a high-stakes situation.
