Search results for: United Kingdom
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This literature review aims to examine the use of action research in higher education. It examines pedagogical research as a field of study. It also considers student engagement. The authors conclude that action research has produced important changes in practice. However, it needs to continue to evolve and respond to the limitations identified in this review.
Updated: Oct. 07, 2018
This paper introduces the concept of ‘co-impact’ to characterise the complex and dynamic process of social and economic change generated by participatory action research (PAR). The authors developed a conceptual framework, based on a threefold distinction between ‘participatory’, ‘collaborative’ and ‘collective’ impact. They apply this framework to a case study action research project, Debt on Teesside, working with low-income households in North East England. They aimed to show what kinds of individual, organizational and social changes were generated in this particular case, and what conceptual framework might be useful for organising and understanding co-impact.
Updated: Sep. 06, 2018
This article aims to present a systematic review of research studies on school practicum to identify the main critical points and also provide a wider perspective to the researchers in the field. The findings reveal that many of the reviewed studies take pre-service teachers as their main participants. Furthermore, the authors examined the main issues that emerged regarding mentoring. This article also found that many practicum studies are relatively small-scale studies since they are mainly qualitative focused and findings derived from a relatively small sample.
Updated: Jul. 12, 2018
This paper presents an analysis of teacher professional standards from five of the most culturally diverse nations in the English-speaking world. The authors examine how culturally and linguistically diverse learners and culturally responsive pedagogy are positioned, and what the standards stipulate teachers should know, and be able to do, in fulfilling their professional obligations. Based on this analysis, the authors conclude that the teacher professional standards do not acknowledge, let alone make explicit, the complex and specific knowledge and skills needed for culturally responsive teaching.
Updated: Jul. 11, 2018
How an Evolution View of Workplace Mentoring Relationships Helps Avoid Negative Experiences: The Developmental Relationship Mentoring Model in Action
This article explores how the use of a specific mentoring model focusing on the evolution of the relationship between mentor and mentee, may influence the incidence of failure. The authors argue that the findings provide a greater understanding of the dynamics of mentoring relationships. The findings suggest that the causes of toxic mentoring are complex and influenced by factors that include mentor motivation and emotional intelligence.
Updated: Jul. 10, 2018
This article describes a learning and teaching strategy based on complexity science and explores its impacts on a higher education game design course. The purpose of the strategy was to generate conditions fostering individual and collective learning in educational complex adaptive systems. The data demonstrate that collaboration was initially challenging for students, but collective learning emerged as the course developed, positively affecting individual and team performance. The participants felt highly motivated and enjoyed working on course activities. The students' perception of progress and expertise were always high, and the academic performance was on average very good.
Updated: Jun. 28, 2018
Improvisation and Teacher Expertise: Implications for the Professional Development of Outstanding Teachers
The purpose of this study aimed to gain an understanding of teachers' expertise. It also aimed to determine the extent to which improvisation was a facet of advanced professional practice. The findings reveal that teacher’s expertise is best expressed as continually evolving practice. The participants argued that advanced practitioners use their expertise to adapt and to interact with their pupils in order to create the conditions in which learning can, and does, take place. The findings also showed that teacher expertise is seen as fundamentally improvisatory through being socially constructed and that this has a positive impact on the quality of teaching. The author found that the primary concern of the teachers was to develop relationships with pupils in order to maximise interaction in the classroom.
Updated: May. 22, 2018
An Analysis of Beginning Mentors’ Critical Incidents in English Post-Compulsory Education: Navigating Stormy Waters
This study examines the barriers and dilemmas faced by beginning and novice mentors in post-compulsory education in the Southeast of England. It aims to investigate ways in which mentors’ own values, beliefs and life experiences affected their mentoring practice. The authors used critical incidents methodology to categorize different types of professional experiences that mentors encountered and describes the strategies and rationales mentors used to support mentees. The authors conclude that the case studies represented examples of the dilemmas that mentors faced in post-compulsory education and demonstrated that mentoring is complex, and mediated by mentors’ motivation and values.
Updated: Apr. 22, 2018
The present study explored what motivates male trainee primary school teachers for the profession. It also investigated the barriers they face and how they have overcome these barriers. The authors found three themes, which were related to potential barriers participants faced: physical contact with children; negative outsider perceptions; and working within a female orientated environment. The authors argue that three themes also emerged as motivators for the participants that enabled them to overcome the barriers they faced: perceiving the teaching profession as a positive career choice; experiencing a supportive working environment; and being perceived as positive role models.
Updated: Apr. 08, 2018
The Continuing Search to Find A More Effective and Less Intimidating Way to Teach Research Methods in Higher Education
The purpose of this study is to integrate the potential advantages of an intensive format with student-centred learning and active engagement in research methods education. Specifically, this study examined the implementation of a new, intensive course format at UK business school. This format aimed to increase student participation, and promote independent learning in a less formal and more collegiate environment. The results reveal that the new format produced scores that were at least as good as the traditional format and which were more closely aligned with the students’ average overall course scores. Consequently, students had a clearer idea of the research process and were often enthusiastic and more prepared to take ownership of their project.
Updated: Feb. 11, 2018