Abstract
This article describes a study designed to investigate what history student teachers from a range of higher education institutions read during their year of post-graduate professional education (PGCE) and, in so far as their reading can be taken as a proxy for acquaintance with research, what value they thought that had for them and their professional development. Despite its methodological limitations, the study suggests that whilst many of the students have a positive view of the value of research findings for their professional development, their reading is very limited and that just three books predominate. On the basis of our evidence, we suggest that if the foundations for the increasingly popular concept of developing teaching as a research-based profession are to be laid in initial teacher education they are currently somewhat insecure.
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