University of Cumbria Open Access Journals
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Fra forskningsmetode til spørgeteknik i en socialfaglig praksis: Refleksioner over hvordan beboere, med en hjemløseproblematik, kan sættes i spil, i egen udviklingsproces
Get PDFThis article, is based on a major research project, called MaCE - Marginalization and Co-created Education. The project is based on a qualitative interview- and research method, called the indirect approach. The method seeks to create a less structured framework that makes room for a new and different way of getting personal stories. With this article, we want to explore whether the method, that has been created for research contexts and the questioning technique from it, can be transferred, used and implemented in the social work practice. In addition, the article reflects on how ethical considerations, relationships and power play a role in all kinds of meetings with people receiving help. The article is aimed at professionals working in such a practice that wants inspiration and new perspectives on how this method, can make people in control of their own development process
Transmission of learning between contexts and arenas: A qualitative study of young boys in vulnerable positions, their learning identities and possession of knowledge
Get PDFThis article illuminates transmissions of learning between informal and formal contexts. Three young boys with low socio-economic backgrounds, unstable family relations and challenges at school, are examined through their general interest and fascination for aesthetic phenomena, such as music, art and animation. How these boys benefit from their interests and knowledge at school, highlights factors that promotes and inhibit the transitions between their personal lives at leisure and a school context. The following research question is asked: How do boys in vulnerable positions benefit from their own interest and knowledge at school? To provide answers to this question, perspectives from the approach of learning lives offers a suitable theoretical framework. From this theoretical view, the focus is on how people create their own learning identity and use their own concepts of knowledge in different contexts. To interact with the boys and acquire insight into their experiences and their life, a research interview with an indirect approach is used. The method can be characterized as an informal conversation, based on the informant´s own subjective perspectives. Analyzed and framed as a narrative study, the finding shows that fruitful transitions seem to depend on how these boys´ knowledge, skills and interests are met at school. The meetings between the boys and the school are therefore affected by the social relations that occur in these contexts, and whether the boys get the opportunity to benefit from the way they like to work and learn. This is discussed through theories which can help to illuminate and recognize these elements, for to then put them in a theoretical framework
“I can be a role model for autistic pupils”: Investigating the voice of the autistic teacher
Get PDFDespite extensive interest in the needs of autistic pupils in education, there seems to date to have been no focus on the needs or attitudes of teachers who are autistic. This paper reports on the case study of an autistic trainee teacher during his Initial Teacher Education (ITE) year undertaking a Post Graduate Certificate in Education (PGCE) at Secondary level. ‘Greg’ (a pseudonym) took part in an unstructured interview with the researcher, his contributions were recorded and his responses transcribed and coded. Coding was conducted co-operatively between Greg and the researcher, leading to co-created data. Greg’s attitudes towards his own autism and its role in his teaching are discussed here, together with his understanding of the needs of autistic pupils. Limitations of the study and the potential for future research are suggested, together with recommendations for the inclusion of the position of autistic teacher in ITE concerning autism.
[NB In line with recommendations by the National Autistic Society and with current research (Kenny et al., 2016), the term ‘autistic’ is used in preference to ‘person with autism’.
Moving beyond the ‘initial’ in Initial Teacher Education: the role of ITE providers in supporting and developing new teachers
Get PDFThis article describes a small-scale qualitative study focusing on Newly Qualified Teachers (NQTs) during their first year of teaching. The study aimed to find out how Initial Teacher Education (ITE) providers can best support NQTs by looking at barriers that NQTs face, their perceptions of the support they need, and how these findings could be embedded into a university’s NQT Strategy. NQTs were visited in their employing schools at various points over their first year in teaching and were interviewed about their role and their perceived strengths and barriers which they had encountered. The paper highlights the differences between standards-driven competencies which are often perceived to be the main focus of the NQT year and the pastoral forms of support that are needed to overcome issues such as workload. Conclusions were drawn from these semi-structured interviews, alongside secondary evidence including discussions with mentors and head teachers, and iterative readings of relevant literature. Findings from the research include suggestions for next steps in relation to developing NQT resources and in relation to the support offered by the ITE provider. I also consider the implications for future research in this area
What are the characteristics of a professional teacher educator? A think piece
Get PDFThis question - ‘What are the characteristics of a professional teacher educator?’ - was simply sent out as a survey to all teacher educators who engage with the Teacher Education Advancement Network (TEAN). The aim was to give respondents the opportunity to comment from their own perspectives, whatever they were, thus adding their voices to our search for the characteristics of professional teacher educators. The resulting data were collated and refined by the authors of this paper who then worked together to write the think piece. As a think piece it sets out to provoke a response from its readers and hopes that readers will ‘think’ and use it to share in dialogue with colleagues and continue to add their voices to this debate
Perceived expectations and young peoples’ self-perceptions; exploring disadvantage in the context of a grammar school
Get PDFGrammar schools are a stereotypical context of privilege, and the UK government has plans to expand selective education due to beliefs about its ability to improve social mobility for disadvantaged students, as deemed by their socio-economic status. This research uses an indirect interview approach as part of the wider MaCE (Marginalisation and Co-Created Education) project, to access young peoples’ lived experiences of disadvantage, here in the context of a grammar school. An analysis of the emergent themes across the interviews suggests that the perceived expectations from teachers and the school context, shaped the young peoples’ view of success. Evaluating their capabilities and interests against this view of success, helped the young people form their self-perception. As self-perception has numerous consequences for the attainment and mental health of young people, it is suggested that misalignments of perceived expectations against self-perceptions constitutes a wider definition of disadvantage both in education and into adulthood. As such, there are a number of recommendations made for both school practitioners and policy makers.
 
Psykisk helse og relasjoner i skolen
Get PDFIn this article young people’s perspective on mental health and relationships in school are being looked at. The study this article builds on, is qualitative and an indirect approach to individual interviews has been used (Moshuus & Eide, 2016). The young people talk about challenges they have experienced related to their mental health and how it has had an impact on their educational path. They also talk about feeling lonely and isolated during their adolescence, and that their relationships to their fellow students and teachers has been challenging
Anerkjennelse i skolesamfunnet
Get PDFThis article is trying to grasp three informants\u27 experiences of recognition in different intersubjective societies at school, and how they affect their lives and their identities at school during adolescence. The intersubjective societies are reduced to two relationships at school that the informants spontaneous talked about themselves; teacher-student relationships (TSR) and friendship and fellow student relationships (FSR). The interviews were conducted using an indirect approach and produced as part of an Erasmus+ project (MaCE). The data were analyzed through a thematic analysis, and were clustered around six themes in TSR (1-4) and FSR (5,6): (1) the ability to mentalize - and to adapt to student individual needs, (2) to create an intersubjective community, (3) maintain academically status, (4) to believe in oneself (5) friendship and status and (6) misrecognition and bullying. The narratives show how recognition matters in these two relationships and can help influence the youth\u27s opportunities to attend, master and complete secondary school. Lack of recognition and bullying can also affect their identity development and even mental health