ABSTRACT
Student-teachers in this study participated in one specialist curriculum course and a range of general curriculum courses, as outlined in Chapter 1. This chapter highlights features of the English, mathematics, science and music courses. Data came from two main sources: tutor descriptions of aims and outlines of their courses, taken from interviews and from the course handbook; and student-teacher diaries describing the input to all sessions, the kinds of learning in which they had been involved and evaluation of their personal learning experiences. To guide their thinking, they were given a list of categories to write to, but it was stressed that these were to provide a sense of direction rather than impose a set structure; they were asked to write about what knowledge they gained and what was of importance to them in the process of learning.
