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Search Results for 'England'
137 items found 1 / 14 Go to page 
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1   |   From section Multiculturalism & Diversity
Losing the Whole Child? A National Survey of Primary Education Training Provision for Spiritual, Moral, Social and Cultural Development
This study explores trainers’ approaches to organisation and delivery; levels of confidence in delivery; and wider views on the place of spiritual, moral, social and cultural (SMSC) in primary schools and in initial teacher training (ITT). The authors conclude that this survey has provided new evidence about the practices and challenges facing those who are training primary teachers in universities and in School-Centred Initial Teacher Training (SCITT). The authors argue that the promotion of strands relating to children’s personal, social and emotional well-being is essential if children are to fully flourish as human beings.
Publication Year: 2015    |    Updated in ITEC: January 11, 2018
2   |   From section Preservice Teachers
Changing the way to Teach Maths: Preservice Primary Teachers’ Reflections on using Exploratory Talk in Teaching Mathematics
This study aimed to examine the preservice teachers’ reflections on the contingent situations of a microteaching experience based on exploratory talk, in order to better understand preservice teachers’ emerging awareness of teaching and learning in mathematics. The findings suggest that the experience had impacted on the preservice teachers’ professional development in some ways. All the participants seemed to have valued the experience, and so may have been sensitised to work with their students in an informed way. However, some preservice teachers said that the experience had changed their beliefs in using talk as a teaching approach; and even that the experience had changed the way they wanted to teach mathematics. Others argued that the experience had raised awareness of the difficulties in working this way.
Publication Year: 2016    |    Updated in ITEC: January 14, 2018
3   |   From section Theories & Approaches
Teachers’ Engagement with Research Texts: Beyond Instrumental, Conceptual or Strategic Use
Author Tim Cain
This article analyses data from two studies in English comprehensive schools, in which teachers were given research reports about teaching gifted and talented students, and supported over a 12-month period, to incorporate findings into practitioner research projects of their own devising. The findings revealed that the teachers used research in instrumental and strategic ways, but only very occasionally. More frequently, their use of research was conceptual. Within this category, research influenced what teachers thought about, and how they thought.
Publication Year: 2015    |    Updated in ITEC: September 5, 2017
4   |   From section Theories & Approaches
Teachers and School Research Practices: The Gaps between the Values and Practices of Teachers
This article explores the research practices used by teachers and their schools. It also investigates the value that teachers attribute to those research practices. In conclusion, this study reveals that teachers are interested in research and research practices and value these things even if they are unable to engage with them in their daily work.
Publication Year: 2015    |    Updated in ITEC: September 5, 2017
5   |   From section Beginning Teachers
How Prepared Do Newly-Qualified Teachers Feel? Differences between Routes and Settings?
This article addresses the issue: whether there are key differences in the type and quality of preparation that newly-qualified teachers (NQTs) receive. The findings reveal that, in general, there is a high level of reported overall satisfaction with induction of teacher education (ITE), and that this is true across all routes. There was less satisfaction with specific features such as preparation for handling special needs, behaviour and reading. The average levels of satisfaction for NQTs are largely un-stratified by sex, disability, age and ethnicity. Adding all available variables, including those aggregated and examined as interactions with others, can explain only around 20% of the unexplained variation even in the strongest models.
Publication Year: 2017    |    Updated in ITEC: July 9, 2017
6   |   From section Theories & Approaches
Aspirations for a Master’s-Level Teaching Profession in England
This research focuses on aspirations for an M-level teaching profession within one densely populated government region – the English West Midlands – from the perspectives of key stakeholders. In particular, teachers’ perceptions regarding aspirations for an M-level profession are generally overlooked and neglected in academic literature. This article contributes to addressing this gap in academic literature by highlighting teacher perceptions, alongside the perceptions of HEIs. Findings show that aspirations for an M-level teaching profession in England received an overwhelmingly positive response from these key stakeholders in this government region. Clearly, all respondents were overwhelmingly in favour of an M-level teaching profession. However, there were also concerns around an M-level profession in the manner in which it was being implemented.
Publication Year: 2016    |    Updated in ITEC: January 25, 2017
7   |   From section Trends in Teacher Education
Primary Teacher Education in England: 40 Years On
This paper examines the relationship between pre-service teacher education (ITE) for primary schooling and primary teaching in England between 1974 and 2014. It also explores the ‘fitness of purpose’ of the current system of preparing teachers for the classrooms of the twenty-first century. This historical analysis suggests that, despite 40 years of change in ITE, there are still a number of unresolved issues in ITE.
Publication Year: 2014    |    Updated in ITEC: December 7, 2016
8   |   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
9   |   From section Theories & Approaches
Going URB@N: Exploring the Impact of Undergraduate Students as Pedagogic Researchers
In this article, the authors have explored the impact of Undergraduate Research Bursaries at Northampton (URB@N) on undergraduate students’ experience of conducting pedagogic research; of acquiring the skills of a nascent researcher; and of working with an academic research leader. The findings demonstrate the positive impact of the scheme for undergraduate learners. Students were able to reflect on their own learning and recognise the value obtained from their ‘hands-on’ experience of conducting pedagogic research in partnership with staff. Students articulated both tangible and intangible benefits from their learning and participation in the scheme. Alongside this, they showed strong allegiance to improving the student experience by wanting to share their findings and contribute to enhancing the learning and teaching environment for current and future learners.
Publication Year: 2014    |    Updated in ITEC: November 9, 2016
10   |   From section Instruction in Teacher Training
Promoting Collaborative Practice and Reciprocity in Initial Teacher Education: Realising A ‘Dialogic Space’ through Video Capture Analysis
This article explores the potential of video capture to generate a collaborative space for teacher preparation; a space in which traditional hierarchies and boundaries between actors and knowledge are disrupted. Analysis highlights the power of this space to promote reciprocal learning across the partnership.
Publication Year: 2014    |    Updated in ITEC: October 5, 2016
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