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Search Results for 'United Kingdom'
176 items found 1 / 18 Go to page 
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1   |   From section ICT & Teaching
#FramingFragmentsofThought - Exploring the Role of Social Media, in Developing Emergent Reflective Practitioners in Initial Teacher Training
This article explores Initial Teacher Training (ITT) undergraduates’ propensity to reflect upon professional practice through utilising social media networks [specifically Twitter] as a professional learning and/or teaching tool. It explores whether collaboration in the social network [acting as a community of practice] enables reflective discourse and analysis of professional practice with emergent practitioners in ITT and whether this instigates pedagogical change.
Publication Year: 2017    |    Updated in ITEC: May 15, 2017
2   |   From section Beginning Teachers
Relationships and Early Career Teacher Resilience: A Role for School Principals
This article uses two narrative portraits of early career teachers to examine the central role of principals in influencing teachers’ feelings of personal and professional well-being, with both negative and positive effects reported. The portraits of two female early career teachers illustrate the vulnerability of many beginning teachers, whose work conditions are dependent on the goodwill and discretion of colleagues and leaders. In both stories, the principals played a central role in terms of the amount and kind of personal support they gave and their leadership in developing the overall school culture.
Publication Year: 2012    |    Updated in ITEC: May 15, 2017
3   |   From section Trends in Teacher Education
Teacher Education Futures: Today’s Trends, Tomorrow’s Expectations
This article investigate teacher educators’ views of current trends and their consequences for teacher education futures. The findings reported give voice to the expert participants. The data were then used to develop the discussion which comprised two scenarios. Two major fields of change are identified here and these are used to imagine different futures through the use of a two-dimensional model. The two major fields identified from the discussion are a continuum on location of teacher education, from school based to university based, and a continuum on autonomy and regulation, ranging from high government regulation to self-regulation by the profession.
Publication Year: 2013    |    Updated in ITEC: May 8, 2017
4   |   From section Professional Development
The Role of Video in Teacher Professional Development
In this article, the authors review the use of video technology in teacher initial and continuing professional development. The authors' purpose was to review the international literature base in order to evaluate what is currently known about the impact of video technology upon the development of teacher professional knowledge.
Publication Year: 2014    |    Updated in ITEC: May 7, 2017
5   |   From section Instruction in Teacher Training
The Role of Self-Confidence in Learning to Teach in Higher Education
Author Ian Sadler
The aim of this study is to consider the role of self-confidence upon the approach to teaching and development as a teacher for a group of new academics. The current paper has aimed to illustrate the different ways in which confidence manifests itself in the participants’ experience of developing as a new teacher. The findings indicate a number of interrelationships between: confidence and content knowledge; confidence and approach to teaching; and experience and confidence. What was also apparent in the relationship between confidence and approach to teaching was the importance of richer and fuller incidental feedback from students, as a result of the use of more interactive approaches, upon an individuals’ confidence.
Publication Year: 2013    |    Updated in ITEC: April 2, 2017
6   |   From section Professional Development
Supporting Professional Learning and Development through International Collaboration in the Co-Construction of an Undergraduate Teaching Qualification
This paper explores one thread from a longitudinal research programme: that relating to senior managers’ and teacher educators’ reported views and experiences of the collaboration and the impact of the co-constructive approach taken on professional development. It examines the impact of the approach taken to collaboration, which included the development and sharing of a pedagogical model for teacher education (ARM: action, reflection, modelling) and reflects on the value of this to professional learning and development. The findings suggest that co-construction of a programme can provide an effective approach to developing teacher education. In this collaboration, because the two elements of trust and shared understanding were achieved, the teacher educators in both countries were empowered to analyse critically what the UK participants brought in the context of local practice.
Publication Year: 2016    |    Updated in ITEC: March 8, 2017
7   |   From section Trends in Teacher Education
Retaining Public and Political Trust: Teacher Education in Scotland
The present article traces the key periods, players and events which have contributed to the shaping of the current landscape of teacher education in Scotland. The authors examine ebb and flow amongst General Teaching Council for Scotland (GTCS), government, colleges of education and universities. The authors conclude that the rate of change in Scotland is often glacial, with two major factors contributing to that, the conservatism of the teacher unions and indirectly of the GTCS on which these unions have a majority. However, Scotland is now committed to a career-long process of professional learning with periodic review of individual teacher progress and is moving towards a profession which is qualified to postgraduate Master’s level. In all of this, the teacher education faculties in universities play a part, in partnership with schools and local authorities.
Publication Year: 2014    |    Updated in ITEC: January 25, 2017
8   |   From section Professional Development
Rethinking Professional Standards to Promote Professional Learning
This article explores some of the key issues that emerged in the revision of the professional standards in Scottish education which resulted in a suite of professional standards covering different stages of a teacher’s career. The revision of the professional standards was part of a wider project to build teacher professional learning in ways that had an impact on practice and on pupil learning. The focus then turns to an alternative way of constructing a professional standard in order to foster authentic forms of professional learning. The article concludes by exploring the issues that need to be addressed to facilitate the productive use of professional standards in the career-long professional learning of teachers.
Publication Year: 2016    |    Updated in ITEC: December 27, 2016
9   |   From section Preservice Teachers
Pre-service Teachers Undertaking Classroom Research: Developing Reflection and Enquiry Skills
This article examines the development of reflectiveness and research skills in eight pre-service teachers, through their participation in a funded research project to develop the handwriting of children with literacy problems. The authors argue that this project is an example of evidence-based practice, which identified that it is the creation of the evidence which is important and the shared professional involvement with compelling outcomes for pupils which develops teachers as thinkers, not simply technicians. The experience of reflection and discussion about a shared topic has the potential to develop pedagogical thinking and a profound concern for the results and impact of research.
Publication Year: 2014    |    Updated in ITEC: November 9, 2016
10   |   From section Teacher Educators
The Work of Teacher Educators: An English Policy Perspective
Author Ann Childs
This article focuses on the Conservative–Liberal coalition government’s policy in teacher education in England and its implications for the work of teacher educators. It argues that policies influenced by the neoliberal and neoconservative policies of past governments from the late 1970s have been continued and even accelerated by the current coalition government, with the result of a much more significant and rapid shift to more school-based and school-led initial teacher education and continuing professional development.
Publication Year: 2013    |    Updated in ITEC: September 28, 2016
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