Search results for: United Kingdom
Page 9/10 98 items
Transformational Experiences and Deep Learning: The Impact of An Intercultural Study Visit to India on UK Initial Teacher Education Students
This article documents the impact of a study visit to south India in 2007 on students following courses in initial teacher education at Canterbury Christ Church University, UK. The main finding was that the study visit was a powerful learning experience which transformed students' thinking by creating dissonance on a cognitive, emotional and existential level.
Updated: Nov. 09, 2009
The need for capacity-building in teacher education in the UK has been raised as a serious issue by a number of commentators. This paper provides an analytical account of an initiative conducted by the Teacher Education Group (TEG) to build research capacity in teacher education. With reference to a review of the national contexts for research in the UK and research on teacher educators, the article argues that, in order to build research capacity initiatives we need to provide motivation and new types of networking opportunities for researchers, as well as developing their expertise.
Updated: Oct. 18, 2009
Bringing Modern Languages into the Primary Curriculum in England: Investigating Effective Practice in Teacher Education
This paper presents the results of an investigation into the effectiveness of an initiative in a large education faculty in the North West of England. The initiative designed to ensure that all generalist primary teacher trainees on an undergraduate course are prepared to support the implementation of the UK government's National Languages Strategy in primary schools.
Updated: Oct. 01, 2009
Since 2002 the arrangements for training teachers in the broadly defined learning and skills sector have been subject to scrutiny and a wide-ranging reform agenda has been put forward by the Government. This article examines the key reforms using a three stage model to analyze the policy development process. It also discusses the functions and status of the sector skills council, Learning UK (LLUK), in order to examine its relationships with external stakeholders.
Updated: Jun. 02, 2009
The induction of beginning teachers continues to occupy a significant position on educational policy agendas as a crucial dimension in the formation of a teacher and one upon which an emergent career is built. The article describes induction as it affected a sample of beginning teachers in Northern Ireland, where there is a dearth of permanent positions for those newly qualified.
Updated: May. 25, 2009
This study examined the experiences of 18 specialist primary and secondary teachers in the Teachers’ International Professional Development Program who visited schools in the USA as they set about establishing collaborative projects with their hosts. The focus was on the potential of such collaboration to engender professional development outcomes and to examine the circumstances enabling or impeding success. A surprising finding was the small number of teachers who managed to start a collaborative project.
Updated: May. 04, 2009
The research literature implied unwarranted benefits arose from using miniature ‘handheld’ computers (PDAs) in the classroom setting. Focusing closely upon one exemplar UK government-commissioned research study, this article attempts to illustrate how such technological rhetoric is created and sustained. It also attempts to illustrate how dominant technological claims can be interrogated from a perspective that represents teachers’ interests.
Updated: Apr. 23, 2009
Imagining A Different Life in School: Educating Student Teachers about 'Looked After' Children and Young People
This research concerns the acquaintance of student teachers with the educational and wider pastoral experiences of children and young people who are or have been ‘looked after’ and who they may well teach at some point. The research also concerns the familiarization of student teachers with the ‘looked after’ system in the UK. The authors discuss an exploratory awareness-raising curriculum project within a Teacher Education Department at a University in the UK. This project utilizes digital multimedia to develop a ‘community of awareness’ of young people and student teachers.
Updated: Feb. 16, 2009
This article explores a two-year portfolio initiative' in a British elementary school. It describes the teachers resistance, and the factors that contributed to its acceptance. Factors contributing to the success, included the student-centered focused for the portfolio, and the statements that were important for the teachers to make.
Updated: Jul. 30, 2008
Teachers’ Conceptions of Teacher-research and Self-perceptions as Enquiring Practitioners—A Longitudinal Case Study
The article explores a study engaged in teachers-research and the student being able to be requiring practitioners. A group of Britain student teachers were studied, utilizing questionnaires, semi-structured interviews and field notes from direct observation. Using a grounded theory methodology, the result follow that reporting research does not providies teachers the skills and tools for reflection, that are easily transferable to practice.
Updated: Jun. 24, 2008