Search results for: England
Page 4/15 142 items
This article examines the teacher educator’s role in promoting resilience within new teachers in the light of tensions between what is healthy and sustainable for individual teachers vs. the institutions in which they work. The article concludes with specific recommendations for those in the international teacher education community. These recommendations include innovating university school partnerships to directly link individual and institutional well-being; structured opportunities for ‘mindfulness-based’ training; providing opportunities for candidates to analyse ‘cases’ of teaching from a macro-micro perspective; and learning how to take a professional stance.
Updated: Mar. 14, 2016
Professional Development for Professional Learners: Teachers’ Experiences in Norway, Germany and England
This article reports on the experiences of teachers who have had Continuing Professional Development (CPD) in Europe. The findings of this study reveal, in all three countries, similar discrepancies between the activities in which these teachers engage and the value they place on individual professional development. In most cases, teachers interviewed in this study identified not just a huge variation in their experience of professional development. According to these teachers, their professional development would appear to be neither systematic nor particularly successful. Furthermore, accountability is checked by the sorts of appraisals mentioned by many of these teachers. In many cases these are based on targets and observations, which can be used to apply pressure on individuals to take part in staff development, or indeed be used by teachers as its justification.
Updated: Nov. 17, 2015
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
This article examines factors affecting the inclusion of health and well-being. It also explores educational implications in light of the changing landscape of pre-service teacher education in England. The participants were pre-service teacher training institutions in England, who completed a survey regarding to the provision of health and well-being education.
Updated: Sep. 02, 2015
Educational Policy or Practice? Traversing the Conceptual Divide between Subject Knowledge, Pedagogy and Teacher Identity in England
This article is framed by concerns about recent UK Government policy regarding the training of mathematics and science teachers in England. It discusses how two cohorts of pre-service teachers negotiated the development of a professional identity while undertaking subject-specific training. The authors take the concept of ‘participation in communities of practice’ as a departure point to explore how trainees demonstrate their development of professional identities as chemistry, maths or physics teachers.
Updated: Jun. 07, 2015
The main purpose of this article was to understand the activities, social organisation and material conditions of higher education- based teacher educators. The article also explored the teacher educators’ own accounts of their work. This study shows how, under conditions of academic capitalism, these teacher educators were denied opportunities to accumulate research publications and grants and were proletarianised.
Updated: Mar. 03, 2015
This article examines how the university-based teacher educator is conceptualised as a category of academic worker at the institutional level in England. The findings reveal that it was common for universities to conceptualise the teacher educator as an effective classroom practitioner demonstrating strong personal qualities of enthusiasm and resilience. Furthermore, training and delivery described teaching, often relating directly to how teaching and teacher education were described in policy and professional discourse. The findings also show that the institutions shared a commitment to teacher educators’ credibility with the profession, usually demonstrated through significant professional experience.
Updated: Jan. 29, 2015
This paper analyzes teacher educators’ constructions of their professionalism and the constituent professional resources and senses of identity on which that professionalism draws. The study is framed by a broadly sociological concern with the (re)production of social patterns and relations through teacher education. The findings show that three modes of professionalism were constructed by educators within the sample group, with each deploying professional resources and senses of identity in varying ways to position individuals as credible and legitimate practitioners within the field of teacher education.
Updated: Dec. 22, 2014
Shifting Codes: Education or Regulation? Trainee Teachers and the Code of Conduct and Practice in England
This article examines how trainee teachers aligned themselves with the GTCE Code of Conduct and Practice. The authors used Q-methodology to identify trainees’ underlying subjectivity in relation to statements from the code. The findings revealed that trainees represented a highly homogenous group who were able to prioritise undifferentiated transgressions in very similar ways. This research has shown that within the sample of this enquiry those entering teacher training generally represent a homogenous group whose ethical values and underlying subjectivity are consistent with both the profession and GTCE. Trainees in the early stages of their training already recognise, prioritise and align themselves with those ethical issues that one would expect both the GTCE and profession to prioritise.
Updated: Dec. 22, 2014
Multilingual Primary Classrooms: An Investigation of First Year Teachers’ Learning and Responsive Teaching
This research explores the perspectives of newly qualified primary teachers (NQTs) who worked in multilingual classrooms in their first year of teaching. The findings indicated that that NQTs were engaged in reflection on pupils’ needs and interests and then try to tailor provision to engage pupils in formative challenging activities. Twenty one NQTs believed that they had begun to develop responsive forms of teaching, aided by support from and collaboration with other colleagues, including teaching assistants, many bilingual.
Updated: Nov. 17, 2014