Search results for: England
Page 7/15 142 items
Formative Conceptions of Assessment: Trainee Teachers’ Thinking about Assessment Issues in English Secondary Schools
In this article, the authors examine the developing thinking about assessment of graduate trainees preparing for secondary teaching in England. The authors interview a sample of trainee teachers at an early stage of preparation for teaching. The findings suggest that the preconceptions of trainee teachers about the nature and purpose of assessment, and their interpretations of classroom observations on school placement, offer a confused and complex basis for adopting recommended assessment practices in their own teaching.
Updated: Aug. 28, 2012
Exploring the Use of Critical Incident Analysis and the Professional Learning Conversation in an Initial Teacher Education Programme
This article aims to explore how critical reflective practice within an initial teacher education programme in England is supported through a required course task for student teachers and an associated professional learning conversation with a designated school teacher–mentor. It was found that almost all student teachers seem concerned with finding solutions to their problems or resolving dilemmas, and they value supportive discussion, advice and solutions provided by others, including supervising teachers.
Updated: Jul. 30, 2012
The Masters in Teaching and Learning: A Revolution in Teacher Education or a Bright Light Quickly Extinguished?
In summer 2009, the Labour government in England introduced of the Masters in Teaching and Learning (MTL), which was fully funded by the Training and Development Agency for Schools (TDA). The proposed aim of the MTL is ‘to improve teacher quality to raise standards in education. The authors discuss what the MTL might mean both for in‐service teacher education and initial teacher training. The authors also explore issues relating to the structure and delivery of MTL.
Updated: Jul. 24, 2012
This article outlines research on teaching controversial issues in initial teacher education in England and South Africa.This study suggested that obstacles to teaching controversial issues in schools and teacher education persist in schools in England and South Africa. The overall challenge for both societies that are the focus of this study is to ensure that all their teachers and teacher educators have the necessary skills, knowledge and confidence to handle controversial issues in their classrooms.
Updated: May. 22, 2012
The Different Learning Opportunities Afforded Student Teachers in Four Secondary School Subject Departments in an Initial Teacher Education School–University Partnership in England
The present paper highlights how different types of learning opportunities are available in school subject departments for student teachers even when they are working in the same school and within the same PGCE partnership scheme. This article derives from a year-long doctoral ethnographic study exploring initial teacher education (ITE) work with 15 student teachers in four subject departments (geography, history, modern foreign languages (MFL) and science) in one secondary school (for 11- to 18-year-old pupils) in the south of England. The discussion concentrates on three different types of learning were identified in relation to ITE in the subject departments: Learning by imitation, Learning by enculturation and Learning by innovation.
Updated: May. 21, 2012
Please Mind the Culture Gap: Intercultural Development During a Teacher Education Study Abroad Program
This study explores a preservice teacher’s intercultural development over the course of a semester-long teacher education study abroad program in England. The preservice teacher experienced cultural dissonance during her immersion in the cultural context in England. Her immersion experience provided her with the opportunity to have the experience of being a cultural outsider. The authors conclude that such study abroad programs can be powerful vehicles in teacher educators’ efforts to prepare preservice teachers for work with culturally diverse students.
Updated: Feb. 08, 2012
The current paper investigates, both theoretically and empirically, the political dimensions of teacher learning. The authors examine this issue through a theoretical work on teacher professional vision, and an empirical study of video-based teacher professional development.
Updated: Dec. 21, 2011
This article examines three possible influences on the impact of teacher professional development as a mechanism for improving teaching and learning. These influences are those from the individual teacher, those from the school and those from the activities in which teachers participate. Data were collected from a national sample of primary and secondary teachers in England. The results reveal that teachers in high performing schools participate in professional development activities that are longer in duration, more active and more collaborative in implementation. In contrast, teachers in the lowest performing schools report high levels of performance management conditions and participate in activities that are short in duration.
Updated: Dec. 07, 2011
The Role of Teachers’ Orientation to Learning in Professional Development and Change: A National Study of Teachers in England
This article examines a hypothesized model of teacher orientation to learning and its relationship to teacher learning change. The results show that teachers bring an internal, external and collaborative orientation to their professional learning. The beliefs and practices associated with these orientations are also shown to have a moderate influence on teacher learning change.
Updated: Dec. 06, 2011
This article reports findings from a study which explored undergraduate perceptions of the Student Associates Scheme in England (SAS). Findings show that the SAS school placements were a positive experience for the students participating in this study.
Updated: Aug. 23, 2011