University of Cumbria Open Access Journals
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Comparative experiences of two teacher educators: a self-study
Get PDFThis paper focuses on the reflections of a less experienced and a veteran teacher educator at a new university and compares and contrasts their experiences of primary teacher education. The paper draws on the power of the narrative to share these experiences through aspects of self-study. Autobiographical research methods were used to elicit reflection on significant events in the teacher educators’ different and individual pasts in order to understand more about effective learning and teaching in their present roles. This process led to an examination of the values that underpinned and continue to underpin practice. The collaborative examination of significant aspects of personal practice has led to renewed confidence and implications for primary teacher education within the University. Key Words Self-study; narrative; teacher-educator; stories; values; reflection
Humanising ‘the other’
Get PDFIn the belief that teachers\u27 attitudes toward the other have a \u27ripple effect\u27 on society as a whole, the researchers designed a course called ‘Dealing with Diversity’ offered to one class of Arab students and one class of Jewish students studying to become English teachers at two colleges of education in Israel. The course aimed to expose the student to theoretical material relating to diversity and to provide an authentic vehicle for application of the principles discussed in the literature. Students were required to complete joint projects in mixed groups (Arab and Jewish), in two face-to-face and a semester of virtual meetings. Attitudes and reactions towards ‘the other’—their Jewish or Arab peers-- were explored on the basis of journal and forum entries which were part of the course requirements. The students’ writings showed themes of apprehension (negative), expectancy (positive), or indifference (neutral), and evidence of change in attitude was documented. Key words: \u27the other\u27; cultural diversity; teacher education; Identity circles; collaborative Learning
Assessing understanding of complex learning outcomes and real-world skills using an authentic software tool: a study from Biomedical Sciences.
Get PDFWe describe a study conducted during 2009-12 into innovative assessment practice, evaluating an assessed coursework task on a final year Medical Genetics module for Biomedical Science undergraduates. An authentic e-assessment coursework task was developed, integrating objectively marked online questions with an online DNA sequence analysis tool (BLAST), routinely used by NHS and research professionals. The aim was to combine the assessment of understanding of complex module learning outcomes with real-world authentic skills highly valued in the work place. This approach challenges the oft-heard accusation that online computer-marked tests can lack validity and authenticity in higher education. The study demonstrates the content and construct validity of this form of e-assessment, showing that careful question design, allied with integration with the real life BLAST tool, enables instructors to assess complex higher order understanding, and requires students to demonstrate skills relevant for the work place. A study of three years of test results and measures of internal consistency data also show the reliability of this assessment. In addition, the results of surveys of student opinion and positive feedback from student module feedback questionnaires suggest that it is effective in terms of face validity. Keywords Authentic assessment; technology enhanced assessment; assessing deeper learning.
Evaluating the use of problem-based learning in a new initial teacher education degree
Get PDFThis paper discusses research conducted to explore student perceptions of problem based learning (PBL) as used in a concurrent degree programme of primary teacher education in Scotland. The research sought to understand the extent to which problem-based learning supported students to make links between educational theory and professional practice. This was of particular interest given that a theory-practice divide is attested to in the literature on initial teacher education. The study concludes that the majority of the students who took part in the research perceive that PBL enables them to make links between theory and practice. However the construction of the PBL scenarios is important in supporting them to do this, as is the reflexive aspect of the PBL approach.
To what extent does the attainment of a Level 2 English qualification affect teaching and learning in Further Education?
Get PDFSemi-structured interviews were conducted with 9 teachers in order to explore the question ‘To what extent does the attainment of a Level 2 English qualification affect teaching and learning in Further Education’? The outcomes of these interviews were characterised by four overarching themes: the question of the validity of assessment techniques; a confusion of Key Skills and Functional Skills; concerns about the different funding allocations of schools and further education institutions and accountability pressures.
Embedding Therapeutic Training in Teacher Education: building resilience in teachers
Get PDFEarly career teachers are under considerable pressure and are expected to adjust quickly to the complex and demanding role of teaching. The percentage of teachers who leave the profession within the first five years is concerning (Carlyle and Woods, 2002; Wilhelm et al., 2000). This study researched the emotional effects on the teaching and personal lives of early career teachers and was funded by Loughborough University Design Education Research Group. We employed a mixed methods approach. A pre questionnaire ascertained early career teachers’ school experiences and the consequences (if any) on their personal lives. In response to this, 44 teachers in four different schools were offered six hours of therapeutic training. A follow-up questionnaire and group interviews considered the impact of the training on practice. Key findings indicated that therapeutic training was beneficial for normalising many of the concerns raised. It offered an opportunity to share situations within a group which improved teachers’ self- awareness and their awareness of others. The main conclusions revealed the deep physical and emotional exhaustion experienced by these teachers. The impact of the therapeutic training appeared to be extremely positive. This suggests it could be a significant area to be covered during a teacher education course to build resilience to sustain teachers in the profession. Key words Teacher well-being; therapeutic training; resilience; retention; emotions
Developing Partnership through Third Space Activity
Get PDFThis paper reports on a small-scale research investigation into developing partnerships between a Higher Education Institution (HEI) in England and schools based on a collaborative, rather than a cooperative model. Here, a ‘deeper’ interpretation of collaboration, that is to say ‘working together’ rather than ‘working with’ is facilitated through Third Space activity. In essence ‘Third Space’ suggests coming out of our normal working environment (school or university) and into a neutral ‘third space’ to design, develop and deliver teacher education with jointly shared understanding and vision. The research was carried out during 2012 and consisted of non-participant observation of meetings between HEI and school staff involved in the partnership and semi-structure interviews with a sample of these staff. The university programme involved was the PGCE secondary programme, however it is important to note that the research suggested that the philosophy of Third Space activity to develop partnership transcends limitations of context. Findings suggest that, despite the ambitious nature of this philosophy, this kind of partnership working has the potential to be transformative for all concerned: HEI tutors, school mentors and student teachers. This in turn benefits pupils in school. As School Direct becomes more widespread in England, it is suggested that the benefits of this kind of working could add significantly to the evolution of effective partnership practice not only in the English context but also in teacher education world-wide. Keywords Third space; working together; partnership; teacher education
Writing for the U.K. Professional Standards in Higher Education: An autobiographical narrative
Get PDFThe process of writing and submitting a portfolio for the U.K. Professional Standards Framework is described as a reflective, evidence-based approach to teaching and the support of learning in Higher Education. Through an autobiographical and personal narrative approach, the journey through the submission of a portfolio at Descriptor 3 level (Senior Fellow of the Higher Education Academy) is described with an analysis of the pervading motivational factors. A range of pedagogies are classified as ‘traditional’ well-known approaches with interpretative differences, new and innovative approaches which have been uncovered by this exploratory research for evidence and ‘adventurous and exploratory’ pedagogies which appear to have no referential touchstone. Personal reflection considers the incentive dimension of the submission together with the excitement and reward of the enhancement of professional practice and the encouragement for others to follow this pathway. Key words Portfolio; reflection; pedagogy; Professional Standards; innovative approaches; autobiographical narrative
Reflecting on Masters dissertations
Get PDFIn this paper I reflect on my own practice as a supervisor of taught postgraduate students. By outlining my own process of reflection I demonstrate that, despite some minor issues, Brew & Peseta’s (2004) ten criteria for good supervisory practice of research postgraduates can be used as tool with which to reflect upon and improve one’s practice as a supervisor of taught postgraduate students. In addition, I demonstrate that Chell’s (2004) version of the Critical Incident Technique can be used to obtain a student’s view of their supervisor’s practice. The results of an interview with one of my own supervisees provide support for the future application of Brew & Peseta’s criteria to taught postgraduate supervision. Keywords Postgraduate Supervision; Reflective Practice; Brew & Peseta; Critical Incident Technique