University of Cumbria Open Access Journals
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Worry and the changing sense of responsibility in first year primary undergraduate student teachers
Full text linkThis paper explores how the sense of responsibility changes for undergraduate student teachers in their first year of training. It is part of a larger case study that sought to identify what undergraduate student teachers reported to be the key sources of worry in their first year at a university in the East Midlands of England. An initial online questionnaire was used to find out the main aspects that the student teachers were worried about in their first year. These results then fed into a second questionnaire designed to explore the intensity of worry about these aspects, with a focus on responsibility. The final data collection method comprised of a focus group discussion including 4 student teachers in their first year of the course. Data collection points were at the start and end of their first year of teacher training. The results concluded that the students initially worried about wider aspects of the responsibility of being at university for the first time such as living away from home as well as having a growing sense of realisation of the requirements of the course and the associated responsibilities. However, by the end of the first year, this worry had manifested into more significant worry about the responsibility of being a teacher and the specific aspects of the role that hold considerable responsibilities. This study highlighted that an area for further research could be around the potential normalisation of worry about responsibility in education and student experiences in their training about safeguarding. It also identified recommendations for future practice including pre-course training, timetabling considerations, personalised support and staff training
How Initial Teacher Training programmes integrate research: A case study of insights from module expectations and teacher educators’ implementation
Full text linkDifferent approaches to the integration of research in Initial Teacher Training (ITT) programmes have given rise to terms like, ‘research tutored’, ‘research-based’, ‘research-orientated’, and ‘research-led’ teaching. This study examines current practice in a university by considering how these four approaches are manifest in module handbooks from undergraduate and postgraduate courses and in what teacher educators say about their sessions. In the case study, six compulsory undergraduate modules favoured a ‘research-tutored’ approach, while three compulsory postgraduate modules emphasise a ‘research-led’ approach, mainly transmitting knowledge of research and ethics. Twenty- seven teacher educators reported a lesser emphasis placed on research processes (as might be expected of a ‘research-based’ or a ‘research-orientated’ approach). The findings have policy implications for the contribution of Higher Education Institutions to pre-service and in-service teachers and how they might update skills and knowledge relevant for the professional role
Review and Reflections on Establishing an Engineering and Physical Science Journal Club
Full text linkA journal club was established and integrated within a curriculum of study to provide students with opportunities to develop their academic speaking, writing and integrity skills, whilst also becoming more socialised to academia. Herein the author presents a comprehensive literature review into many of the common decisions taken in establishing a journal club, with a specific focus on the foundation year (pre-undergraduate) physical science context. A reflective diary is used to contextualise the decisions taken, the strengths and weaknesses of this journal club implementation in this context and provide practical advice for professionals who want to establish journal clubs of their own. This work additionally underpins a mixed-methods study of this journal club implementation to understand how confidence in academic skill development can be supported through the journal club, which is cited and discussed in detail elsewhere, beyond the immediate scope of this article
Perfect Assessment and Feedback in Psychology: Students’ Perspectives
Full text linkAssessment and feedback constitute crucial components of the pedagogic process within higher education. However, students report dissatisfaction with these processes and fail to engage with the feedback they receive. This study therefore sought to explore what students consider to be ‘perfect’ assessment and feedback using the criteria outlined in the United Kingdom’s National Student Survey (NSS). Two focus groups were conducted with psychology undergraduate students and thematic analysis was performed. The first focus group explored what students considered to be perfect feedback. Six themes emerged: clear and accessible criteria, consistent and objective marking, specific and general feedback, positivity and recognition, examples and practise; and support and guidance. Notably, a clear desire from students emerged for a greater use of examples throughout the assessment and feedback process. The second focus group explored how students engaged with feedback they have received and factors influencing their engagement. Four themes emerged: attend or avoid; similarity and recency; logistical difficulties; and checkpoints or checklist. Whilst there was variation in how students perceived and engaged with feedback, there was general consensus on how to facilitate engagement and improve feedback.
Assessment approach at programme level: a case study in food science
Full text linkThe objective of this project was to promote and implement a cultural and practical shift to a programme focused assessment strategy. In the programme under study the modular compartmentalisation and the limited coordination between module convenors and the programme director in the design and delivery of assessment resulted in high volume of assessment tasks and an uneven deadline distribution. Transforming the Experience of Students through Assessment (TESTA) methodology was used to develop an evidence-based approach, considering students’ (n= 35) and staff’s voices (n=18). The assessment load and diversity were analysed. Student perspective was gathered through questionnaires and focus group; results showed that students struggled to manage the completion of different tasks at the same time, forcing the adoption of a grade-focused and surface learning approach. The level of knowledge integration from different core subjects and knowledge application to real case scenarios is crucial in the development of graduates in applied science disciplines. During workshops with staff specific changes were proposed to achieve a Programme Learning Assessment Strategy including the development of honours and bigger modules, to achieve a horizontal and vertical integration of knowledge, the reduction of small superficial assessment tasks, the development of formative assessment activities that clearly link to summative ones and the use of programme assessment maps to ensure an even distribution of assessment deadlines. This collective work enhanced the sense of community and ownership in the programme which helped the promotion of changes towards authentic assessment and a more rationalised use of assessment tasks at programme level, improving students and staff experience in Higher Education
A Transformative Learning Experience: An Undergraduate Research Conference as Authentic Assessment
Full text linkThis article explores an example of authentic assessment practised on the English and History undergraduate programmes at the University of Derby, involving modules which lead to a public conference. Drawing on notions of authenticity in assessment both as connected to professional scenarios and as potentially transformative for the student in a wider sense, we outline the nature of the modules and their place within broader programme-level assessment strategy. We then detail their impact in terms of public engagement and raising the profile of the disciplines as well as, crucially, student feedback. Overall, we offer this practice as an example of successful authentic assessment in the Humanities which can lead students to engage more critically with their discipline and to discover new and highly transferable skills
Initial Teacher Education Mentors as Collaborative Practitioner Researchers: A critical evaluation
Full text linkThe role of the school-based mentor has become more central within Initial Teaching Education (ITE) over recent years and will become even more central to such programmes, with the introduction of new Department for Education requirements from 2024.
This article evaluates a collaborative research project undertaken with school-based mentors working with a university-led provider of primary ITE, in the south-west of England, in which the mentors were supported, through four workshops, to undertake small-scale research projects related to their roles as ITE mentors, during the Spring and Summer terms of 2023.
Data was gathered in the form of post-workshop reflective discussions between lead facilitators and through the use of a focus group interview with mentors, who also produced written reports related to their individual small-scale research projects.
The research shows that ITE mentors value opportunities to interrogate the practice of mentoring through engaging in supported, collaborative small-scale research projects and that such activity might form a legitimate and valuable element of enhanced ITE mentor training