Search results for: Scotland
Page 3/4 39 items
In this article, a survey focusing on primary schools in Scotland established the extent to which some form of ability grouping has emerged within classes dealing with children from 5 to 12 years of age. Teaching in these schools was considered to be more direct and interactive with more time available for individual support. This article highlights the significance of personal constructs of ability when setting is applied.
Updated: Feb. 07, 2012
Collaborative Continuing Professional Development (CPD) for Teachers in Scotland: Aspirations, Opportunities and Barriers
This article investigates stakeholders’ views on the desirability of collaborative continuing professional development (CPD) and examines potential barriers from a Scottish perspective. This article draws on two empirical projects which each investigates the perceptions of Scottish teachers regarding CPD. The research discussed in this article suggests that a greater balance of forms and purpose of CPD is desirable. However, the policy context within which Scottish teachers currently work focuses on an individualized, standards-based framework.
Updated: Dec. 29, 2011
The current paper investigates the effects of continuing professional development (CPD) on teachers' and pupils' experiences of learning and teaching science in primary classrooms. The data indicated differences in participating teachers' views of the purposes of CPD which were reflected in their ideal and real views of effective science teaching. As a result, reconciliation of ideal and real views of effective science teaching, identification of potential constraints and development of strategies for overcoming constraints in context are suggested as useful starting points for CPD.
Updated: Jul. 26, 2011
Does Initial Teacher Education Make a Difference? The Impact of Teacher Preparation on Student Teachers' Attitudes towards Educational Inclusion
This study aims to explore the development of attitudes towards educational inclusion among prospective primary school teachers in Scotland. Using a mixed methods design, the study employed a quantitative survey, a qualitative interview and survey to obtain data from two cohorts of student teachers. The findings indicate significant changes in student teachers' attitude towards educational inclusion. The student teachers' conceptions of inclusion pointed to a focus on creating an environment of belongingness, fairness, sensitivity and provision of support to enable all children to access the curriculum.
Updated: May. 26, 2011
This article draws on the Scottish experience of undertaking research as part of the reforming process of an undergraduate program in initial teacher education. The article examines the tripartite tensions created by differing perspectives and rationales with respect to teacher education: policy, research and practice. The authors' experiences and reflections lead them to some conclusions about the nature of research-based practice in a policy-driven initiative.
Updated: May. 26, 2011
This article describes a collaborative research journey undertaken at the University of Edinburgh. The researchers who undertook the journey were a group of nine teacher educators. The researchers' purpose was to find a research identity in a university department with a strong commitment to training of student teachers but which existed within a university that has a strong reputation for research. The authors used a self-study methodology that focused on their individual experiences. The findings from this self-study reveal that , all the reseachers discovered a new collegiality. The authors also discovered , the tension between an identity as educator with a sense of responsibility to students and that of a researcher.
Updated: Jan. 30, 2011
The Importance of Collegiality and Reciprocal Learning in the Professional Development of Beginning Teachers
This article discusses factors that enhance induction experiences for beginning teachers. The paper reports the findings from case studies that explore the impact of new entrants to the teaching profession in Scotland. The data suggest that the most supportive induction processes mix both formal and informal elements. However, the data indicate that the informal elements such as collegiality, good communication and a welcoming workplace environment should not be underestimated. The study also highlights the potential benefits of a more collegiate environment for teachers across the career phases.
Updated: Dec. 26, 2010
This article explores the concept of continuing professional development (CPD) for teachers in Scotland in an education system undergoing change. The paper reports on one small-scale qualitative study into award-bearing CPD at masters level in a unique scheme known as Chartered Teacher Studies. It was found that teachers perceived that their studies had a positive impact on their learning, increased their understanding, their commitment to linking theory with practice through research and raised their confidence in developing pedagogy.
Updated: Oct. 12, 2010
This article analyses staff responsibilities for promoting gender equality in preschool in Sweden and Scotland. These countries represent different welfare regimes, but also display common features, both influenced by tradition and recent transnational policies and discourses. In both cases, teachers are constructed as role models who should promote certain gender values and provide children with opportunities. The Swedish curriculum places more emphasis on similarities between girls and boys, while the Scottish counterpart tends to emphasize difference more, paying attention to boys and the need for male role models.
Updated: Feb. 21, 2010
This article starts with a brief review of the recent history of teacher research in the UK in order to consider how pre- and in-service teachers are currently positioned in relation to research. Drawing on the case of the Scottish Schools of Ambition, the article identifies some of the challenges and opportunities presented by sponsored research engagement. The article suggests that teacher educators may have an important contribution to make to building capacity through teacher enquiry given their position as mediators between schools and university faculties of education.
Updated: Nov. 10, 2009