International Portal of Teacher Education

Articles of the week

This article reports findings from a week of enrichment placements framed around ‘diversity’ within a secondary Initial Teacher Education (ITE) programme in England. The authors outline the demographics of the county – a largely rural, White county in the East Midlands of England – and describe the challenges this presents for ITE. A mixed-methods approach was used to study student teachers’ (n = 56) beliefs about diversity, generating data through: pre- and post-survey of beliefs and attitudes; student-created reflective videos; journaling; and one pre- and post-diversity week interview. The findings reveal shifts in student teachers’ perceptions about gender, race and sexuality, and these attitudinal shifts were more significant in those attending all week than those attending only the first day. This is particularly interesting because for some topics the only formal input was on the first day, and so the authors argue for the importance of time and space for creative reflection in beginning teachers’ professional development.
Affective-reflective skills are an integral component of classroom pedagogy, providing teachers with emotional understandings and confidence that can improve overall classroom performance.
This article presents a case study of early career primary school teachers, showing how such affective-reflective skills can be developed through iterations of a purpose-designed collaborative protocol.
Use of this novel protocol allowed teachers to examine their classroom practices via critical moment analysis of affective responses observed from lesson videos.
Findings demonstrate how teachers’ use of this non-judgmental and self-evaluative protocol contributed to an emerging understanding of the relationship between their affective-reflective skills and teaching confidence.
Findings support an argument for reframing teacher professional learning, from a focus largely on curriculum content and pedagogy, to a focus that includes the teacher’s emotional experience and its subsequent analysis, as part of the learned content that supports the growth of teacher confidence.