University of Cumbria Open Access Journals
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Private writing, public selves
Get PDFSituating itself within the field of feminist scholarship, this piece brings together a range of academic and professional literature, as well as the author’s own experiences as a PGCE (Postgraduate certificate in Education) tutor in England, to consider how women teachers are using online life-writing for personal and professional self-expression, and the impact this has on their wellbeing. In an educational climate facing a recruitment and retention crisis, do social media platforms and online blogs allow women teachers to be chameleon-like and create a feminised world in cyberspace, or do they result in a culture of fabricated selves and low levels of personal and professional wellbeing
Preparing primary trainee teachers to teach children from Black, Asian and other minority ethnic (BAME) backgrounds or groups: participation, experiences and perceptions of trainee teachers
Get PDFThis research was conducted in response to the exit survey of a cohort of Primary PGCE trainee teachers at a UK University in a predominantly White area who indicated low confidence in teaching children from Black, Asian and other minority ethnic (BAME) backgrounds at the end of their course. The research aimed to find out why trainee teachers felt unconfident in teaching children from BAME groups or backgrounds. Using qualitative methods, findings were analysed using a Critical Race Theory framework. Many of the trainee teachers who participated in this research demonstrated a lack of understanding of their own White privilege and a deficit discourse when discussing children from BAME backgrounds. The study explores how ITE, which is often short and already crammed with content, could embed quality training in race and diversity throughout courses in a way that will both challenge individual perceptions and encourage trainee teachers to examine structural barriers within schools
The ‘Three Hats’ of Student Teacher Identity: Learning opportunities in employment-based ITE in Wales
Get PDFThe success of student teachers studying on employment-based Initial Teacher Education (ITE) programmes partly depends on a synthesis of the influence of theoretical university inputs and professional standards with the specific, local requirements of the schools where they are employed. Improving the quality of student teacher learning, therefore, requires investigation of the kinds of learning taking place and how, if at all, this learning is influenced by individual school contexts. I carried out a small-scale study over six months in 2015 looking at what and how student teachers were learning on an employment-based programme of ITE and the extent to which this learning was influenced by variations in schools’ socio-cultural and historical context. Given the focus on socio-cultural and historical factors, Cultural Historical Activity Theory (CHAT) (Engeström, 1999) was used as an analytical lens through which to interpret and understand the data collected. The study, based on pragmatic qualitative and social constructionist approaches, involved a group of student teachers and school staff supporting them (n=4). Surveys and individual interviews were undertaken, coded and analysed using a thematic analysis, and conclusions were drawn, based on abductive reasoning. The study suggested that two main types of learning seemed to be taking place, the first related to learning how to be an effective teacher and the second related to the development of various professional identities, and the involvement of other professionals in student teacher activity. Tensions arising from the socio-cultural and historical context of the school led to a negotiation of space to learn and an elevation of student teachers’ professional legitimacy and confidence. Finally, the study concludes with a small number of recommendations that could be applied to programmes of employment-based ITE and more traditional forms of ITE more generally, to improve the quality and efficacy of student teacher learning
Research informed teaching reaching beyond initial teacher education, examples of success in the North West of England: Empowering teachers to reach for success
Get PDFThis paper considers how empowering teachers to reach for success in partnership with a Higher Education Institution (HEI) in the North West of England can affect learning in the classroom. Evidence based research is the focus of this study which focuses on working with teachers engaging in their own research beyond initial teacher education. The paper presents the views of senior managers and teacher researchers engaged in a one year professional learning programme to consider impact in the classroom. Partnerships with mentors and partnership schools enable us to consider the key implications for the professional development of teachers and call upon the evidence through both reflections and evidence of classroom practice.
The aim of this paper is to demonstrate how collaboration has encouraged professional practice to support classroom based teaching and teacher efficacy and effective practice. Three areas are considered, firstly the nature and views of educational research, secondly the challenges of undertaking research and finally the impact of practitioner research
Attitudes to assessing trainee teachers on school experience placement within a group involved in an initial teacher education partnership at an 11-16 school: a Q-methodology approach
Get PDFIn England the recommendation and award of qualified teacher status (QTS) is currently linked to the assessment of trainee teachers’ competencies against performance criteria descriptors. Q-methodology was used to look for subjective differences in attitudes to the assessment of trainee teachers in school. This is a quantitative approach to qualitative research combining the best of both. It statistically compares participants’ perceptions of a wide range of ideas whilst demonstrating clearly the qualitative differences between any groups showing subjectivities in their responses.
A small group involved in initial teacher education at an 11-16 school took part. The school was in partnership with a higher education QTS provider. Each respondent independently completed an anonymous on-line sorting exercise using a concourse of 41 statements about the assessment of trainees. This was constructed from appropriate literature, national policy and the partnership’s documentation and guidelines. The group included a visiting tutor, two school mentors and five trainees. Their responses were analysed using standard Q-methodology software. Participants demonstrated a clear consensus about prioritising statements concerning compliance with national requirements and local guidance. However, factor analysis identified one group, one pair and two individuals with subjective differences in their levels of agreement with statements about the assessment of trainees’ teaching competencies.
A group of four, that included one mentor and his mentee, prioritised statements linked to fairness, validity and quality assurance processes within and external to the school. The other mentor and her mentee perceived assessment almost solely in terms defined by the Teachers’ Standards in England. This suggested that the different perspectives on assessment were associated with influences other than the respondents’ differing roles within ITE
Reflecting at the edge of order and chaos
Get PDFThis paper explores the reflection process of a trainee teacher. It starts with the thought process behind selecting, from various theorists, an appropriate model of reflection suitable for both the individual’s style of teaching and the school’s existing practices, and how aspects of other models will be incorporated. It then goes on to provide an honest and practical account of how this reflective method is implemented practically across various situations encountered during the course of the term and how it scaffolds the growth of the pupils and the trainee. Challenges, drawbacks and realisations are discussed as part of this process, ending with the retrospective view of the trainee on the journey they have made so far
Teachers framing exploratory learning within a text-book based Singapore Maths mastery approach
Get PDFSouth Asian approaches to teaching mathematics have been influential globally and are entangled with mastery approaches. This study investigates changing strategies and beliefs of Primary School teachers in England as they engage with a sustained curriculum development project. The teachers were working with a commercially available text book based scheme entitled Maths – No Problem!TM which is informed by Singapore Maths mastery approaches. The collaborative research involved seven teacher researchers in design, data collection and analysis. Data sources included classroom video and stimulated recall interviews with each of the seven teachers, plus a focus group in which the same teachers considered the role of the text books and two focus groups in which they contributed to collaborative data analysis. In lesson planning, supported by the scheme’s text books and teacher guidance, the teachers appear to focus on maths subject knowledge as they anticipate how children might take different directions in exploring the ‘anchor problem’. In classroom teaching, the teachers moved away from the use of in-class grouping and used questioning during a collaborative dialogic exploration phase of each lesson, before drawing together student solutions, supporting student journaling and introducing the text book to support reflective learning and practice
Re-engineering national reading policy, pedagogy, and professional development: The case for a Simple View of Meaningful Reading
Get PDFJustifications for the change of model supporting national reading instruction in England reveal the influence of international ‘Reading Wars’ divisions. Replacement of the ‘Searchlights’ diagram by an illustration of the ‘Simple View of Reading’ (SVR) generated an opportunity for the implementation of stable policy and balanced reading instruction in a conflicted environment. However, a one-dimensional emphasis in government policy since that time has not taken full advantage of the SVR’s two-dimensional conceptualisation of reading. Measures taken to reinforce national systematic synthetic phonics instruction have ensured that effective instruction is directed to the ‘word recognition processes’ dimension of the SVR, but equal emphasis on measures supporting the development of the ‘language comprehension processes’ dimension is not so evident. This inequality risks the successful achievement of the SVR ‘reading product’ that results from the integration of both knowledge-rich dimensions that the diagram illustrates. A revised version, The Simple View of Meaningful Reading (SVMR), is therefore argued and presented in this paper. This aims to not only clarify and re-illustrate the significance of instructional interactions that incorporate both SVR dimensions in achieving meaningful reading outcomes, but also to afford an instrument for the professional development of teachers that further supports their agency in the alignment of effective reading policy and pedagogy
You only need a potato peeler and tarpaulin – Perceptions of outdoor learning from Primary Education Trainees
Get PDFSpending time in the outdoors has been shown to have a number of benefits, including those related to academic, health and well-being, and social factors. Teachers are in an ideal position to deliver outdoor experiences to the children they work with, therefore it is important that trainee teachers develop their knowledge and understanding of how to provide outdoor learning experiences and make use of outdoor settings in their teaching. In order to support trainees in making effective pedagogical decisions, it is important to establish their opinions of teaching and learning, including their views of outdoor learning. This article presents the findings from a small-scale research study exploring the perceptions of outdoor learning held by trainee teachers at the start of their Initial Teacher Training (ITT) primary education degree programme. Findings show that at this early stage of training, trainees held mixed views on outdoor learning; they were generally positive but also appeared to be apprehensive and cautious about specific elements related to outdoor learning. Trainees were also asked to make suggestions as to how they felt their degree programme could support them further in this area. The article also offers suggestions as to how ITT may support trainees in developing understanding and knowledge of outdoor learning to inform their practice as both a trainee and future primary school teacher