3 Course extension in the B.Ed, degree ‐ a case study

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Abstract
The paper discusses the connection between the structuring of pre‐service teacher education courses and the students’ understanding of the working relationship between educational theory and the practice of teaching. It describes the introduction of an inquiry‐based framework into a one‐year (honours) extension of an already functioning three‐year B.Ed, course which did not employ this approach. It lays stress upon recent work in psychopedagogy for the attainment of a working solution of problems related to the relevance of compulsory core courses for students concerned with teaching widely different age‐ranges and subject areas. The paper concludes with comment on the operation of the extension course during the past two years. It suggests that the students’ working understanding of an inquiry orientation in teaching depends not only on their ability to analyse and appraise teaching, but also on the ability to analyse the institutional qualities of school life. The possibilities of extending an inquiry‐oriented approach into the early stages of pre‐service teaching are also discussed.

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