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Search Results for 'United Kingdom'
172 items found 1 / 18 Go to page 
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1   |   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
2   |   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
3   |   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
4   |   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
5   |   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
6   |   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
7   |   From section Mentoring & Supervision
A Helping Hand? A Study into an England-wide Peer Mentoring Program to Address Bullying Behavior
The purpose of this study was to examine the effectiveness of a program for children and young people who were bullied or at-risk of being bullied with older student mentors. The results revealed that mentored students reported higher levels of bullying and life satisfaction, and statistically significant higher levels of school satisfaction than the comparison group at the end of the school year. These findings suggest that the program was able to facilitate a relationship which made mentees feel better about school.
Publication Year: 2014    |    Updated in ITEC: August 23, 2016
8   |   From section Theories & Approaches
Pre-service Teachers’ Growth as Practitioners of Developmentally Appropriate Practice: A Vygotskian Analysis of Constraints and Affordances in the English Context
This article reports on a research programme designed to explore the opportunities for, and barriers to, pre-service teachers’ growth as practitioners of developmentally appropriate practice for children aged 5–11. The analysis is framed by a Vygotskian cultural–historical perspective and points to personal, cultural and structural factors as potential constraints immanent in the various configurations produced by the pre-service teacher–environment interface.
Publication Year: 2014    |    Updated in ITEC: June 30, 2016
9   |   From section Theories & Approaches
An Exploration of the Development of Academic Identity in a School of Education
In this article, the authors suggest that current, ongoing changes in the nature and expectations of the university are causing the individuals who work in a UK School of Education to reconsider their identity. The paper proposes the formation of this identity to be a dynamic, career-long process. Diverse scaffolds for the development process are proposed, including opportunities for new teacher educators to be apprenticed into an academic role, the centrality of communities of practice and the importance of the supported development of academic skills.
Publication Year: 2014    |    Updated in ITEC: June 30, 2016
10   |   From section Instruction in Teacher Training
Reflections on Tutoring Ancient Greek Philosophy: A Case Study of Teaching First-Year Undergraduates in the UK
The purpose of the study was to assess the author's practices as a teaching tutor and evaluate his students’ learning experiences. This study draws upon the notion of reflective practice as an essential feature of teaching. The author's aim was to show how a critical engagement with his teaching practices and the overall learning experience modified, developed, or strengthened his practices, attitudes, and teaching philosophy during the course of one term. The evidence-based reflective practice conducted during the term had a great impact on the author's teaching. It changed and deepened his understanding of two main relationships. The first is the connection between content/time and depth/breadth; the second is the relationship between learning experiences and beliefs about teaching.
Publication Year: 2014    |    Updated in ITEC: July 1, 2016
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