Search results for: Thomas Ulrike
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The focus of this study is the practice of mentoring as perceived by key participants, and the backdrop is the changing training context. Particularly, this research aims to understand mentoring of student teachers as a practice-based learning process situated within the school as a workplace, and for the purposes of sustaining the working practices and staffing of that workplace. Experiences of mentoring in this specific case study of initial teacher education vary but there are common constraints and affordances. This research suggests that the wider value placed on mentoring within the workplace-orientated context of initial teacher education matters. Furthermore, the socio-cultural context within which mentoring occurs also has a significant impact, and indeed the extent to which the mentors are afforded the necessary time and mentor education to fulfil their role.
Updated: Oct. 12, 2015
Stories of Practitioner Enquiry: Using Narrative Interviews to Explore Teachers’ Perspectives of Learning to Learn
This article describes the decision to use narrative interviews in conjunction with an iterative validation process between the researchers and the participating teachers in research project at Newcastle University. This article examines how the decision to use narrative interviews supported a meaningful and ethical exchange between the teachers and researchers.The article also explores where knowledge generation was foregrounded, and how despite each teacher producing a unique, highly contextual story, cross-narrative themes emerged which have enabled the research team to broaden our understanding of practitioner enquiry.
Updated: Sep. 17, 2014
This article describes the accounts of school students regarding the difference between traditional and competence-based models. The data demonstrate the tensions caused by pupils’ perceptions of the demands of summative assessment systems, which reflect a very different epistemology from experiential/competence models. The authors conclude that greater pedagogical literacy, attention to professional development, assessment reform and engaging students as partners in curriculum reform are needed.
Updated: Sep. 15, 2013