Search results for: Scotland
Page 2/4 39 items
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
Modelling in Initial Teacher Education (ITE): Reflections on the Engagement of Student Teachers with Cooperative Learning in ITE
The participants were experientially trained in cooperative learning approaches through modelling by their tutor for the Pedagogy and Curriculum module of the course. This study examines whether the participants felt confident implementing cooperative learning and if they thought this helped them deliver the new curriculum in Scotland, Curriculum for Excellence. The findings reveal that the capacity of student teachers to engage with cooperative learning was positive. Furthermore, the engagement of departments with any active learning practices had a positive effect on student teachers’ confidence in delivering cooperative learning in the classroom.
Updated: Jun. 17, 2014
This article considers the impact of recent political decisions on the provision of teacher education and the continuing development of teachers in England. The author tracks how successive governments have changed the requirements necessary to become a teacher as circumstances have changed in the country. The author also considers the impact of these changes on higher education institutions.
Updated: Mar. 25, 2014
Beyond Induction: The Continuing Professional Development Needs of Early-Career Teachers in Scotland
This article describes a research project which explored the CPD needs and priorities of early-career teachers and the barriers to their participation in Scotland. The project employed a three-staged methodology: nominal group technique interviews with teachers in four local authorities; a national online survey; and a stakeholder consultation exercise. The analysis of data led to the development of six strategic recommendations. These recommendations related to issues such as the different needs and work in different contexts of year two to six teachers, the responsibility of local authorities and schools to support year two to six teachers, ect'.
Updated: Dec. 08, 2013
The current article provides an overview of the background and the processes at play in the current reshaping of teacher education in Scotland. The authors reviewed policy documents and reports regarding the teacher education system in Scotland. The article starts with the developments emanating in the past decade from the McCrone Report and finishes with the recent Donaldson Report. The article concludes that the teacher education system in Scotland has been strongly influenced by needing to connect with the two dominant existing policies relating, respectively, to teachers’ work and conditions and to curriculum reform.
Updated: Nov. 05, 2013
This article has explored how cultural, social and institutional factors impact on the working lives and identities of teacher educators in Scotland. The author found that four groups constitute the bulk of the academic staff populating the departments and schools of education in Scotland. These four distinctive groups include former college staff, longstanding university staff, newly appointed university staff, and temporary university staff. For each group, there is a range of factors that will have shaped their professional identity as well as a number of choices or decisions they have made that will also play a significant part.
Updated: Feb. 12, 2013
Helping Trainee Teachers Realize the Potential of Information and Communication Technology: A Case Study from Scottish History
This article examines how trainee teacher used Information and Communication Technology to enhance their students' learning. The article focuses on teaching history education in Scotland through a series of multimedia CD ROMs. The author concludes that Scottish multimedia resources helped students investigate the past through a process which began by asking questions and ended with presenting the conclusions. Furthermore, the programs also demonstrate to teacher trainees some of the ways in which ICT can enhance teaching and learning.
Updated: Jan. 30, 2013
This paper aims to identify teacher characteristics which could describe excellent teachers in Scotland. The concept described as ‘teachers for excellence’. Eighty-eight teachers responded to a questionnaire which asked them to rate in importance 44 characteristics of excellent teachers. The findings of this study reveal that teachers saw teaching as an interaction between practitioners and pupils. The findings of this study reveal that teachers saw teaching as an interaction between practitioners and pupils. The teachers consistently described excellence in terms of personal qualities and interpersonal skills.
Updated: Dec. 03, 2012
This longitudinal study considers beginning teachers’ perspectives relating to the challenges of finding and holding employment and of succeeding in their careers and classrooms. The participants were a group of student teachers who completed one-year Professional Graduate Diploma in Education (PGDE) in geography at the same Scottish university in 2005–2006. Three issues shaping new teacher identities within the current Scottish context have been identified: employment uncertainty, New Teacher Induction Scheme ethos and expectations, and ensuring continuous and secure EPL.
Updated: Apr. 18, 2012
This small-scale research study explores early career teachers' (ECTs) perceptions of factors shaping the quality of their early professional learning (EPL) experiences. Their perspective relating to curriculum change and its impact on EPL is considered. 14 early career secondary geography teachers in Scotland participated in this study. The data gathered indicate that departmental or faculty groupings can form the basis of post-induction support and play a crucial role in enhancing or constraining ECTs’ EPL and attitudes towards curriculum change.
Updated: Apr. 03, 2012