Search results for: Harrison Jennifer
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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
Perceptions of Beginning Teacher Educators of their Development in Research and Scholarship: Identifying the 'Turning Point' Experiences
This article highlights the blurring of boundaries as beginning teacher educators cope with the varying demands of teaching and research activities in higher education institutions (HEIs) in England. Three cases of newcomers to higher education and working in different HEIs are examined over a two-year period. The concept of the 'turning point' as a betwixt state is adopted to help identify significant experiences which result in a developing sense of belonging (or not) to academic and scholarly life. Four different categories are also deployed to highlight the case studies' understanding of being a university researcher.
Updated: Sep. 19, 2010
This article focuses on aspects of the professional development of five beginning teacher educators in four higher education institutions in England. Examples of their developing pedagogic practices and reasoning and conceptions of their roles and identities as teacher educators in their new settings have been generated from interviews from this longitudinal case study. Individual differences, which emerged from the start, remain but greater confidence to be more experimental with their student-teachers, to plan for student-teacher-led learning and to undertake modelling and more open discussion about their pedagogical practice and principles are reported.
Updated: Mar. 21, 2010
The formal and situated learning of beginning teacher educators in England: identifying characteristics for successful induction in the transition from workplace in schools to workplace in higher education
The article presents facilitators and barriers of a longitudinal study on the emerging professional, academic identities of five beginning teacher educators. Barriers in the early stages include: a reliance on trial and error learning, inappropriate induction courses, poor mentoring and support structures and relatively few opportunities for collaborative work. Facilitators include: flexible induction programmes, learning conversations with key colleagues and personal experience of learning at Masters' level.
Updated: Sep. 11, 2008