Search results for: England
Page 1/18 175 items
This research collected the voices of students in a UK university, better to understand their perception of their ‘moral responsibility’ as trainee early years educators. The UK Early Years Framework states that practitioners will instil in young children an understanding of what is ‘right and wrong’. This is a formidable expectation in itself; yet early years educators are also expected to work ethically, sensitively and respectfully with a wide network of colleagues and stakeholders. This research, carried out through a fully anonymised survey, provided the opportunity for some student teachers to share that where ethical responsibility was concerned, they just didn’t get it. The research found that an understanding was often assumed by tutors and that a more conscious effort needed to be made more explicitly to explore these concepts, and the associated lexicon, within module content.
Updated: Aug. 11, 2022
Preservice teachers’ expressed awarenesses: emerging threads of retro-spection of learning and pro-spection of teaching
In this paper, the authors report an enquiry into elementary preservice teachers’ learning, as they engage in doing mathematics for themselves. As a group of researchers working in elementary Initial Teacher Education in English universities, they co-planned and taught sessions on growing pattern generalisation. Following the sessions, interviews of fifteen preservice teachers at two universities focused on their expressed awareness of their approach to the mathematical activity. Preservice teachers’ prospective planning and post-teaching evaluations of similar activities in their classrooms were also examined. They draw on aspects of enactivism and the notion of reflective “spection” in the context of teacher learning, tracing threads between preservice teachers’ retro-spection of learning and pro-spection of teaching. Their analysis indicates that increasing sensitivity to their own embodied processes of generalisation offers opportunities for novice teachers to respond deliberately, rather than to react impulsively, to different pedagogical possibilities. The paper contributes a new dimension to the discussion about the focus of novice elementary school teachers’ retrospective reflection by examining how deliberate retrospective analysis of doing mathematics, and not only of teaching actions, can develop awarenesses that underlie the growth of expertise in mathematics teaching. The authors argue that engaging preservice teachers in mathematics to support deliberate retrospective analysis of their mathematics learning and prospective consideration of the implications for teaching can enable more critical pedagogical choices.
Updated: Jul. 18, 2022
Displaced academics: intended and unintended consequences of the changing landscape of teacher education
Given the intense politicisation of education, many teacher educators are caught in the cross-hairs of government’s reform agendas, university expectations and student teacher needs. This paper reports on a study of 28 literacy teacher educators in four countries (Canada, US, Australia and England). This paper reports on the broad question: How is politics affecting literacy teacher educators? Three specific aspects are considered: their pedagogies, identity and well-being. It describes how their pedagogy (goals and teaching strategies) has narrowed because of mandated curriculum and exit exams. It shows how their identity as academics is being complicated because they often do not have time for their research. And their well-being is compromised because of excessive external inspections and as their community in the university splinters.
Updated: Jul. 11, 2022
Policies on inclusion are being increasingly embedded within education systems and teacher education across the world, with schools and teachers called upon to add ‘inclusion’ to their already large set of skills and tasks. There is, however, no consistent definition of what inclusion means or how it can be best promoted. The purpose of this paper is to explore the dilemmas that student teachers face when they encounter policy requirements to practice inclusion, and how they mediate the tensions. Drawing on two exploratory studies with science student teachers in two Initial Teacher Education (ITE) programmes in England, the authors focus on the conceptions of inclusion held by the student teachers and the links between inclusion and teacher education. Their findings suggest that conventional understandings in relation to ability still dominate, with ability-based differentiation viewed as the key teaching strategy to promote inclusion. In addition, student teachers find themselves having to negotiate contradictory and often conflicting approaches to inclusion, diversity, and academic attainment. The discrepancies highlighted by this study have implications for how teacher education courses need to be organised to promote the practice of inclusion.
Updated: Jun. 02, 2022
Teacher leaders as teacher educators: recognising the ‘educator’ dimension of some teacher leaders’ practice
The functions of teacher leaders and teacher educators, what they do, are critical in teacher education. This article presents the seemingly unexamined concept that some teacher leaders’ practice includes a teacher educator dimension. Evidence that supports this claim is provided by exploring the interrelationship between teacher leader and teacher educator functions using a focused analysis of the literature and findings from qualitative research. This research investigated the impact of a professional development programme for primary science leaders. Data were collected from strategic-level informants, programme mentors and science leaders using interviews, questionnaires and a focus group. The findings are analysed to provide a critical overview of the participants’ views of the requirements for successful leadership and development of primary science and to illustrate how educator and leader functions are intertwined in science leaders’ activities. The article considers the implications of recognising the educator dimension of some teacher leaders’ practice and asserts that these implications extend beyond the primary science context of the research. Acknowledging the contribution made by ‘unrecognised’ teacher educators and enabling them to contribute to and gain from the professional knowledge of the teacher educator community has significant potential to enrich practice in teacher education internationally, nationally and locally.
Updated: Feb. 14, 2022
The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements
In this study the authors report two studies on the testing of a scenario-based learning (SBL) activity delivered to 191 preservice teachers in the UK and Australia. SBL uses interactive classroom scenarios to enhance the self-efficacy and classroom readiness of preservice teachers. Findings from Study 1 indicated that participants found the activity engaging and useful, with increased self-efficacy and preparedness for teaching placements. Findings from Study 2 revealed that most participants reported higher levels of placement self-efficacy and preparedness. There was a statistically significant intervention effect on emotional classroom readiness, but not on teaching self-efficacy, motivational classroom readiness, or cognitive classroom readiness.
Updated: Jan. 19, 2022
“I've got something to tell you. I'm dyslexic”: The lived experiences of trainee teachers with dyslexia
Literature has explored the placement experiences of primary school trainee teachers with dyslexia but there is a scarcity of research on secondary school trainees or university-based experiences. This study examined the experiences of three primary and four secondary school trainees with dyslexia, encompassing both their university and placement-based experiences in England. This research highlighted the similarities in experience across training in a primary and a secondary school but found there are specific challenges associated with training to teach at secondary school level. We also captured the strengths trainees brought to the profession. Implications for initial teacher education providers are discussed.
Updated: Jan. 13, 2022
Student teachers’ beliefs about diversity: analysing the impact of a ‘diversity week’ during Initial Teacher Education
This article reports findings from a week of enrichment placements framed around ‘diversity’ within a secondary Initial Teacher Education (ITE) programme in England. The authors outline the demographics of the county – a largely rural, White county in the East Midlands of England – and describe the challenges this presents for ITE. A mixed-methods approach was used to study student teachers’ (n = 56) beliefs about diversity, generating data through: pre- and post-survey of beliefs and attitudes; student-created reflective videos; journaling; and one pre- and post-diversity week interview. The findings reveal shifts in student teachers’ perceptions about gender, race and sexuality, and these attitudinal shifts were more significant in those attending all week than those attending only the first day. This is particularly interesting because for some topics the only formal input was on the first day, and so the authors argue for the importance of time and space for creative reflection in beginning teachers’ professional development.
Updated: Jun. 23, 2021
Educate – mentor – nurture: improving the transition from initial teacher education to qualified teacher status and beyond
This study investigated the wellbeing of early career teachers in England and Australia to examine how best to provide early career support as a foundation for professional growth and longer-term retention. Survey responses from 67 newly qualified teachers in England and Australia, and five semi-structured interviews, provided rich insights into new teachers’ experiences, highlighting the overwhelming nature of the transition experience as new teachers struggled to adjust as they moved from the relative safety of the initial teacher education context to the reality of work in schools, in particular managing considerable workload which continued beyond the initial transition phase. Vital to successful transition were ongoing linkages between initial teacher education providers and employing schools, a supportive community of practice and bespoke mentoring. This has important policy implications, emphasising the need for personalised approaches to transition with high-quality mentoring during the first few years in the profession. An ‘educate – mentor – nurture’ model is proposed, to enable smoother and more supportive transitions, leading to professional growth and wellbeing.
Updated: May. 20, 2021
The Covid-19 pandemic and its effects on teacher education in England: how teacher educators moved practicum learning online
The shutdown of universities and schools in England, due to the Covid-19 pandemic, came just as many pre-service students began their final practicum. This research focuses on the challenges this posed for teacher educators. Using qualitative research methods and concepts from spatial geography, the article explores how pedagogies adapted as the removal of the practicum relocated learning communities to new online spaces. Established practices changed quickly, with educators showing ‘pedagogic agility’. Despite the relocation to newly-formed online spaces, many principles and ‘intentionalities’ of practice remained unchanged, as did the teacher educators’ orientating values. Overall, there was a sense of both sameness and difference in some of the innovative pedagogies developed on the (g)local level. This research has international relevance in considering the spaces in which authentic teacher education can occur and the alternative pedagogies and technologies to support professional learning in the case of a ‘missing’ practicum.
Updated: Apr. 12, 2021