Search results for: United Kingdom
Page 10/10 98 items
The article examines case studies from the UK and South Africa regarding ideologies and practices in teaching. In the case of the UK, the authors discuss a teacher's degree course and expose a rift between individual, experiential knowledge and institutional organizational knowledge, all characteristic of the large-scale transformations of education in the UK. In South Africa, the study follows a white teacher teaching in a black township. The authors conclude that student teachers should be taught about the discourse by which teaching is constructed so that they can reflect more critically on their professional practice.
Updated: Apr. 08, 2008
This article explores some of the challenges of conducting action research in higher education. It arises from an ongoing research project funded by the Economic and Social Research Council's Teaching and Learning Research Programme (ESRC/TLRP), 'Learning and Teaching for Social Diversity and Difference', which examines the dynamics of academic engagement in higher education within a multi-dimensional framework.
Updated: Apr. 01, 2008
The Impossibility of Minority Ethnic Educational ‘Success’? An Examination of the Discourses of Teachers and Pupils in British Secondary Schools
This article argues that in Britain dominant educational discourses of ‘the ideal pupil’ exclude minority ethnic pupils and prevent them from inhabiting a position of authentic ‘success’. It suggests that ‘the successful pupil’ is a desired yet refused subject position for many minority ethnic young people – even for those who are (to some extent) performing educational success.
Updated: Mar. 23, 2008
This paper reports a three-year study of Praxis Inquiry based developments in teacher education undertaken by an international consortium of university colleagues who have worked in Australia, Iceland, Latvia, and the United Kingdom.
Updated: Mar. 09, 2008
Rethinking Initial Teacher Education for Further Education Teachers: From a standards-led to a knowledge-based approach
The article criticizes the teacher education program, and the 'standards-led model' in the United Kingdom, since it does not take into account learning in the workplace, the professional dimension of professional practice, and the importance of knowledge. The paper stresses the importance of work-based learning and describes it as a learning zone where different types of knowledge and pedagogy are learned and transformed.
Updated: Feb. 26, 2008
The Literacies for Learning in Further Education (LfLFE) research project has been funded for three years from January 2004 as part of Phase 3 of the Teaching and Learning Research Programme in the UK. The project involves collaboration between two universities and four further education (FE) colleges. The intention is to investigate students' everyday literacy practices and explore ways of mobilizing these to enhance their learning on college courses.
Updated: Feb. 11, 2008
The article discusses a partnership between schools and the arts, with the goal of animating the national curriculum and enriching school life. The study followed two primary school teachers and two artists who planned and produced an inventive children picture book. Findings of the study reveal that the success of the program depends on the focus on the students' learning, the adults' commitment to the work, the different expertise the adults came to share, and the excitement and engagement of the adults which contributed to meaningful language learning opportunities for the children involved.
Updated: Jan. 22, 2008
All the right features: towards an 'architecture' for mentoring trainee teachers in UK further education colleges
The article examines strategies for the enhancement of effective mentoring of trainee teachers in UK colleges of higher education. The article emphasizes the high degree of importance given today to mentoring programs, proposes an institutional architecture for mentoring activity and suggests the need for developing individual mentoring skills
Updated: Dec. 11, 2007