Section archive - Theories & Approaches
Page 10/53 523 items
Teaching Assistants and Teacher Education in England: Meeting their Continuing Professional Development Needs
This article explores the role of teaching assistants in the training and assessment of primary initial teacher education students and considers their continuing professional development )CPD) needs in relation to this role. Most of the teaching assistants who participated in the research project worked in schools where initial teacher education (ITE) took place. However, teaching assistants were generally not given guidance on the needs of individual ITE trainees or information on Standards for QTS by their schools or by university-based tutors when visiting the school. Conclusions from the findings were that the majority of teaching assistants would welcome specific CPD in the area of ITE trainee support in schools and the potential role for teaching assistants within this.
Updated: Jul. 25, 2016
The Preparation of Highly Motivated and Professionally Competent Teachers in Initial Teacher Education
This study examines the relationship between different types of teaching motivation and (1) various facets of professional competence and (2) planned engagement in future teaching. The findings show the positive association between ‘intrinsic–altruistic motivation constellation’ and selected facets of professional competence. Two major professional orientations of the ‘intrinsic–altruistic motivation constellation’ were identified: (1) student-centred orientation and (2) subject-centred orientation.
Updated: Jul. 18, 2016
This article describes an aspect of reflective practice referred to as situated reflective practice. It is argued that there exist some situations where a person will find themselves in a position over which they have little control, avoidance or veto. This study's major conclusion was that key interview themes enabled the delineation of a series of five characteristics representing increasing structural distance in space and time between the reflective practitioner and the professional situation in which they work.
Updated: Jul. 04, 2016
This article explores in what ways student teachers’ learning activities in a teacher education programme can be characterised as deliberate practice. Based on an in-depth exploration of 574 learning activities, the results highlight the different ways in which activities in teacher education programmes can be designed, the different motivations students have to engage in them repetitively, and different ways in which feedback can be organised, within contextual constraints posed by all professional environments.
Updated: Jun. 30, 2016
Pre-service Teachers’ Growth as Practitioners of Developmentally Appropriate Practice: A Vygotskian Analysis of Constraints and Affordances in the English Context
This article reports on a research programme designed to explore the opportunities for, and barriers to, pre-service teachers’ growth as practitioners of developmentally appropriate practice for children aged 5–11. The analysis is framed by a Vygotskian cultural–historical perspective and points to personal, cultural and structural factors as potential constraints immanent in the various configurations produced by the pre-service teacher–environment interface.
Updated: Jun. 30, 2016
In this article, the authors suggest that current, ongoing changes in the nature and expectations of the university are causing the individuals who work in a UK School of Education to reconsider their identity. The paper proposes the formation of this identity to be a dynamic, career-long process. Diverse scaffolds for the development process are proposed, including opportunities for new teacher educators to be apprenticed into an academic role, the centrality of communities of practice and the importance of the supported development of academic skills.
Updated: Jun. 29, 2016
Caring Relationships in School Staff: Exploring the Link between Compassion and Teacher Work Engagement
In this article, the authors used a moderated-mediation model to examine the direct and indirect effects of compassion and teacher work outcomes such as emotional vigor, burnout, organizational commitment, and job satisfaction. This study demonstrates that everyday acts of compassion generate feelings that seep into individuals’ attitudes and outcomes. The findings revealed that expressions of compassion toward teachers to be positively associated with key teacher work outcomes including emotional vigor, organizational commitment, and job satisfaction, and negatively associated with teacher burnout. Furthermore, the findings indicate that compassion may serve a major role in teachers’ coping abilities with student-misbehavior stress.
Updated: Jun. 23, 2016
This article examines the effect of a National Writing Project professional development model on a group of middle school writing teachers. Specifically, the authors examine how contact with other professionals in intensive week-long sessions as well as mentoring from the professional development coach affected the teachers’ concept of themselves as professionals, as writers, and as colleagues, as well as how this attitudinal change affected their classrooms and students. The findings reveal that through participating in the literacy academies, these teachers appear to have revived their interest in teaching and gained confidence in their expertise. The authors find that activities with more positive structural features tend to provide professional development with more positive core features, which in turn tend of produce more positive teacher outcomes.
Updated: Jun. 15, 2016
Learning To Teach Mathematics And To Analyze Teaching Effectiveness: Evidence From A Video- And Practice-Based Approach
This study examines the impact of a video- and practice-based course on prospective teachers’ mathematics classroom practices and analysis of their own teaching. Findings reveal that the course assisted participants in making student thinking visible and in pursuing it further during instruction and in conducting evidence-based analyses of their own teaching.
Updated: Jun. 06, 2016
This paper reports the findings of a PhD study, which offers comparative perspectives on teacher education in a period of reforms, inquiring into stakeholders’ perceptions in English, French, Italian and Spanish contexts as case studies. In the four case study contexts, the focus is on secondary teacher education; when a subject perspective is required, it concerns the area of modern languages, considering their transversal role in European education policies.
Updated: Jun. 05, 2016