Search results for: England
Page 6/15 142 items
Scientific Evidence as Content Knowledge: A Replication Study with English and Turkish Pre-service Primary Teachers
The current research reports a replication study in Turkey of an intervention originally carried out with pre-service primary teachers in England. The cohorts had different characteristics; in particular, their overall ability, their confidence in science and how they had been taught science at school were different. Following teaching both cohorts had increased their understanding of scientific evidence, and improved their ability to conduct an open-ended investigation.
Updated: Mar. 24, 2013
Creating Expansive Learning Opportunities in Schools: The Role of School Leaders in Initial Teacher Education Partnerships
This paper analyses the learning opportunities afforded pre-service teachers when participating in a primary school placement in London, England as part of their university teacher education course. The study integrates developmental work research into an initial teacher education school/university partnership, and considers the role of the school leader in this.
Updated: Mar. 20, 2013
Teacher Educators’ Identities and Work in England at the Beginning of the Second Decade of the Twenty-First Century
This paper reports on part of the study of teacher educators in England which entitled ‘The Academic Tribe of Teacher Educators’ (A3TE). The purpose of A3TE was to examine teacher educators' constructions of their own identities in the academic communities within two university schools of education. The findings reveal that teacher educators in both universities constructed repertoires of identities for themselves. Although entry into the university often triggered a complex and shifting process of the (re)construction of identity around practice as a teacher educator and academic engagement, many of the teacher educators still saw one of their identities as that of ‘once-a-school teacher’.
Updated: Jan. 23, 2013
Emerging Teachers–emerging Identities: Trust and Accountability in the Construction of Newly Qualified Teachers in Norway, Germany, and England
The current article focuses on the construction of teacher identities in terms of trust and accountability. The article provides a comparison of the perspectives of new teachers from Norway, Germany, and England about their relationships to significant ‘others’, and how these influence their lives as teachers. The findings revealed a variation between these three national school systems in the ways that trust and accountability impact teachers' identity.
Updated: Jan. 09, 2013
This article describes a multi-layered series of reflection processes which were developed by the authors, a lecturer and a school teacher, worked together in a collaborative action research project. The authors conclude that they have identified that key characteristics were collaboration discussions, stimulation from action research literature and the crucial role of the practitioner in developing knowledge.
Updated: Dec. 25, 2012
Facilitating Teacher Educators' Professional Learning through a Regional Research Capacity-Building Network
This article reports on the Teacher Education Research Network (TERN) initiative, which piloted a model for research capacity building in teacher education in the North West of England. This paper explores the intricate dynamics of the learning journeys undertaken by the participants. Furthermore, this article critically examines the structural, social and cultural factors involved in the navigation of the complex ecologies in which they were embedded as teacher educators and how this impacted on their learning.
Updated: Dec. 25, 2012
Attitudes to Diversity: A Cross-Cultural Study of Education Students in Spain, England and the United States
This study investigates how notions of human diversity and difference are understood by education students in Spain, England and the United States. The authors developed the Beliefs and Attitudes Toward Difference Scale (BATD). This instrument was constructed using nine dimensions of diversity thought to have significant implications for education: culture/ethnic origin, language, socioeconomic status/social class, religion, gender, sexual orientation, political ideology, disability and giftedness/special talents. The data suggest that attitudes toward people who differ include etic (universal), emic (cultural), and individual properties.
Updated: Nov. 20, 2012
How Do I Improve What I Am Doing as a Teacher, Teacher Educator and Action-Researcher through Reflection? A Learning Walk from Lleida to Winchester and Back Again
This paper aims to show the process of engaging with the question ‘How do I improve what I am doing as a teacher, teacher educator and action-researcher through reflection?’ The analysis of the students’ written assignments helped the author sees ‘living contradictions’ in-between her theoretical framework, her teaching and her researching practice. The paper shows that the author has more rhizomatic thought in her teaching than in her researching.
Updated: Oct. 29, 2012
This article reports findings from an evaluation of a national continuing professional development (CPD) programme for teachers in England. Data showed that the localised implementation, opportunities for interactive learning, and ‘collective participation’ were positive factors. However, the participants reported difficulties in ‘cascading’ knowledge to colleagues and in sustaining and developing their learning.
Updated: Sep. 24, 2012
Confidence or Confusion: How Well Are Today’s Newly Qualified Teachers in England Prepared to Meet the Additional Needs of Children in Schools?
The current paper investigates the perceived confidence levels of student teachers in their final year, prior to entering the profession in regard to meeting the needs of children with a range of complex needs. The research forms part of a three-year project supported by ESCalate.
Updated: Aug. 30, 2012