Search results for: Wales
Page 1/1 6 items
‘Letting the Right One In’: Provider Contexts for Recruitment to Initial Teacher Education in the United Kingdom
This study examined relationships between the recruitment practice and contexts for recruitment to initial teacher education (ITE). The authors found that policy makers in England have recently shifted the balance of responsibility for recruitment from higher education institutes (HEIs) to schools. The policy makers in Wales are considering a similar change, but at present their recruitment is firmly in the control of HEIs. The authors found that the recruitment to ITE in Northern Ireland remains firmly in the control of HEIs whilst policymakers in Scotland remain committed to its partnership of HEIs and local authorities in recruiting to ITE.
Updated: Nov. 15, 2018
Losing the Whole Child? A National Survey of Primary Education Training Provision for Spiritual, Moral, Social and Cultural Development
This study explores trainers’ approaches to organisation and delivery; levels of confidence in delivery; and wider views on the place of spiritual, moral, social and cultural (SMSC) in primary schools and in initial teacher training (ITT). The authors conclude that this survey has provided new evidence about the practices and challenges facing those who are training primary teachers in universities and in School-Centred Initial Teacher Training (SCITT). The authors argue that the promotion of strands relating to children’s personal, social and emotional well-being is essential if children are to fully flourish as human beings.
Updated: Feb. 11, 2018
A Freirean Critique of the Competence Model of Teacher Education, Focusing on the Standards for Qualified Teacher Status in England
This article presents a radical critique of the competence-driven initial teacher education (ITE) paradigm. The critique focuses on the official standards for qualified teacher status in England and Wales. The developing perspective here is that based on critical pedagogy (CP), as presented and proposed by Paulo Freire and others.
Updated: Sep. 27, 2010
After a description of home education, Lave and Wenger's (1991) theory of legitimate peripheral participation (LPP) is applied to the situation of home educators who join a neighbourhood home education group, a community of practice. This paper is based on an empirical study undertaken in aid of understanding the learning process of parents as they strive to become ‘home educators’. Data comes from thirty-four in-depth interviews of home educating parents who had been home educating for more than three years.
Updated: Jan. 12, 2010
How Engagement with Research Changes the Professional Practice of Teacher-Educators: A Case Study from the Welsh Education Research Network
This article provides an analytical account of one research group of teacher-educators funded by The Welsh Education Research Network (WERN). The case study describes the research activity of the group and the views of its members on its impact for their professional practice. Finally an analysis of the findings concludes that engagement with research has resulted in positive changes to the knowledge, skills and critical awareness of the teacher-educators which has in turn brought benefits to the learning of their students.
Updated: Nov. 10, 2009
This article presents a theoretical critique of citizenship education in England and Wales, as a means of raising pedagogical considerations for teachers, and policy issues for curriculum makers and planners. Drawing on a range of recent empirical studies, the authors construct an analysis of practice and suggest that differences between dominant models of citizenship in England and Wales owe much to their histories.
Updated: Feb. 17, 2009