Search results for: United Kingdom
Page 6/10 98 items
This article considers the experience of mature trainee teachers in the United Kingdom, who participated in employment-based models of training. The paper documents collaborative action research by teacher educators focusing on the changing demands of their development work with the trainees.
Updated: Sep. 16, 2013
This article describes the accounts of school students regarding the difference between traditional and competence-based models. The data demonstrate the tensions caused by pupils’ perceptions of the demands of summative assessment systems, which reflect a very different epistemology from experiential/competence models. The authors conclude that greater pedagogical literacy, attention to professional development, assessment reform and engaging students as partners in curriculum reform are needed.
Updated: Sep. 15, 2013
Comparison as Curriculum Governance: Dynamics of the European-Wide Governance Technology of Comparison within England’s National Curriculum Reforms
The current paper focuses on how the curriculum is governed by comparative knowledge. Particularly, the article identifies how this facet of governance has manifested itself within the policy space of England’s National Curriculum reforms. While international comparative logic within England’s National Curriculum could be regarded as a manifestation of a European-wide governing technology, the article suggests that the distinctiveness of ‘Europe’ is at risk of being lost to dominant global knowledge paradigms which are also an integral part of the ‘governance by comparison’ process.
Updated: Sep. 15, 2013
Professionalism and the Post-Performative Teacher: New Teachers Reflect on Autonomy and Accountability in the English School System
This study explores the developing professional identity of a new generation of teachers, largely educated during the growth era of ‘performative schooling’ of the 1990s.The article draws specifically on the English experience of reforms in the management of schools and teacher education. The author concludes that these teachers are aware of the potential conflicts between the demands of accountability and the desire for autonomy, but are generally comfortable with the balance they feel able to strike between these.
Updated: Jul. 01, 2013
The Dilemma of Cultural Responsiveness and Professionalization: Listening Closer to Immigrant Teachers Who Teach Children of Recent Immigrants
The authors present an analysis of the teacher interviews which were conducted in five U.S. cities with 50 preschool teachers. These interviews were part of a comparative study in Europe and the United States of what practitioners and parents who are recent immigrants think should happen in preschool. The authors compare the perspectives of these immigrant teachers with those of their nonimmigrant counterparts. Specifically, the authors focus on the cultural expertise of immigrant teachers who work within their own immigrant community. One of the major findings is that preschool teachers are caught between their pedagogical training and their cultural knowledge.
Updated: Jun. 17, 2013
Promoting Teacher and School Development through Co-enquiry: Developing Interactive Whiteboard use in a ‘Dialogic Classroom’
The authors explore the relationship between the use of interactive whiteboard (IWB) and the pre-existing and developing pedagogies of three teachers in a teacher–researcher collaborative group in UK. The authors focused on one teacher from this group and considered how the developing understandings of her became evident in her practice and influenced the group’s deliberations about uses of the IWB. This research indicates that teachers with approaches grounded in a good understanding of how to promote children’s learning will gradually and iteratively integrate the use of a new technology to serve their well-founded pedagogical intentions.
Updated: May. 08, 2013
Scientific Evidence as Content Knowledge: A Replication Study with English and Turkish Pre-service Primary Teachers
The current research reports a replication study in Turkey of an intervention originally carried out with pre-service primary teachers in England. The cohorts had different characteristics; in particular, their overall ability, their confidence in science and how they had been taught science at school were different. Following teaching both cohorts had increased their understanding of scientific evidence, and improved their ability to conduct an open-ended investigation.
Updated: Mar. 24, 2013
Creating Expansive Learning Opportunities in Schools: The Role of School Leaders in Initial Teacher Education Partnerships
This paper analyses the learning opportunities afforded pre-service teachers when participating in a primary school placement in London, England as part of their university teacher education course. The study integrates developmental work research into an initial teacher education school/university partnership, and considers the role of the school leader in this.
Updated: Mar. 20, 2013
This article describes the experiences of a new teacher educator in a Graduate Teacher Programme in UK university. The author has examined some of her beliefs about teaching, in order to establish her own professional identity.
Updated: Nov. 14, 2012
This article describes how a cluster of nine secondary science teachers and lecturers from five schools and colleges in the United Kingdom designed and undertook small-scale action research projects as an approach to their own continuing professional development. Teachers were particularly encouraged to use audio reflections, a paper-based learning and evaluation tool, and an online hub in an attempt to stimulate and structure their reflections critically about what was taking place in a given situation during their designed interventions.
Updated: Oct. 29, 2012