Search results for: Primary schools

This paper reports on male trainees’ reactions to a pilot year intervention in which a male-only support group was set up. The participants were 12 male trainees. Overall, male trainees’ responses indicated that the introduction of the male-only group was an effective strategy to address the issue of being vulnerable and feeling ‘isolated’ in a female-dominated environment.

This paper is part of an ethnographic study aiming to examine teacher collaboration in a primary school. The intention was to discover how the two teachers in the classroom studied categorized pupils according to the learning styles model they had invented, and how the resulting groups were used for the purposes of classroom management.

The purpose of this paper is to report on some of the changes that have taken place in the working conditions of English primary school teachers following a national agreement governing the working conditions of teachers. The article is based on two sets of teacher interviews: the first set having been conducted in 2002 before the national agreement came into operation; and the second set taking place 4 years after its implementation in the same schools. The most significant change since the first survey has been the increase in the use of teaching assistants to undertake various duties. However, despite the reform, the time given to parents and dealing with pupils' problems as well as the teachers' workloads have increased.

The goal of this study is twofold: 1) to capture differential frequencies of mentor teachers’ reflective moments, as indicators of different levels of consciousness in mentor teachers’ use and acquisition of supervisory skills during mentoring dialogues; 2) the authors explore methods for registering mentor teachers’ reflective moments in mentoring dialogues. 30 mentor teachers from primary education in the Netherlands were participated.