Abstract
Teachers during training are In the unique position of alternating roles between learner and teacher whilst also studying the formal theories of the processes that they themselves are involved in. This thesis explores both pre-service and in-service teacher's personal perspectives on teaching and learning with particular reference to the psychology component of their course. This work follows an ethnographic approach consistent with the research philosophy and goals. Research methods included focused interviews, college and school observations and documentation analysis. Participants from four primary education courses (B.Ed, PGCE, B.Ed.I-S and Dip.Ed.) took part throughout the period of one academic year. As teacher educators, and indeed teachers, are concerned with groups of learners it was a concern of this study to present the research findings in terms of "commonalities" as well as "idiosyncrasies". Thus four chapters present the research finding in a summarised form looking at trends between the four courses (B.Ed., PGCE, B.Ed.I-S and Dip.Ed.) and between the two course types (pre-service and in-service). Four further chapters are in the form of individual case studies reminding the reader of the unique perspective of each individual within the group. The study is reviewed in the final chapter. The research findings are discussed in terms of the summarised data and the individual within the group. It is suggested that the personal perspectives of student teachers are of importance to the teacher educator in facilitating their development as intelligent educators. The place of psychology in teacher education and the implications for psychology teachers on education courses is discussed. A more reflexive approach towards the teaching and learning of psychology is advocated.