Search results for: Warwick Paul
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Primary Teacher Trainee Perspectives on a Male-Only Support Group: Moving Male Trainee Teachers beyond the ‘Freak Show’
This paper reports on male trainees’ reactions to a pilot year intervention in which a male-only support group was set up. The participants were 12 male trainees. Overall, male trainees’ responses indicated that the introduction of the male-only group was an effective strategy to address the issue of being vulnerable and feeling ‘isolated’ in a female-dominated environment.
Updated: Nov. 11, 2013
Promoting Teacher and School Development through Co-enquiry: Developing Interactive Whiteboard use in a ‘Dialogic Classroom’
The authors explore the relationship between the use of interactive whiteboard (IWB) and the pre-existing and developing pedagogies of three teachers in a teacher–researcher collaborative group in UK. The authors focused on one teacher from this group and considered how the developing understandings of her became evident in her practice and influenced the group’s deliberations about uses of the IWB. This research indicates that teachers with approaches grounded in a good understanding of how to promote children’s learning will gradually and iteratively integrate the use of a new technology to serve their well-founded pedagogical intentions.
Updated: May. 08, 2013
This study explored and reformulated definitions of classroom dialogue—in which teachers and students exchange, evaluate, and build on ideas—in the context of interactive whiteboard use. This article focuses on the collaborative theory-building process itself, whose aim was to exploit insights derived from research to stimulate and inform thinking, guide principled development of new classroom practices, and refine the theory. Three university researchers and three United Kingdom teachers, along with their students aged 10–14, took part in the research
Updated: Oct. 27, 2011