University of Cumbria Open Access Journals
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M Level primary mathematics CPD: a culture clash or catalyst?
Get PDFOne key outcome of a recent seminal review of primary mathematics was a renewed emphasis on the Continuing Professional Development (CPD) for teachers of primary mathematics (Williams, 2008). The National Centre for Excellence in the Teaching of Mathematics (NCETM) endorses its importance (Hoyles, 2012) and the current Government emphasises the importance of teacher quality (DfE, 2010). However, a prerequisite for the success of the drive to broaden participation in primary mathematics CPD is the willingness and commitment of individual teachers to enrol on relevant programmes. This study explores the cultural barriers and incentives early career primary teachers experience regarding Masters-level primary mathematics CPD. Its focus is the teachers’ analyses of their experiences within both their Initial Teacher Education (ITE) Higher Education Institution (HEI) and primary school setting. Data was collected through questionnaires and follow-up, in-depth individual interviews. Findings indicate that the role of significant others, such as the Senior Leadership Team, can be influential and that key aspects of the early career phase of a teacher’s career can also be important. Implications for practice in both primary schools and HEI ITE providers are discussed. Key words Primary mathematics; continuing professional development; cultural barriers; cultural incentives; Masters-leve
The challenges facing Postgraduate Trainees in Initial Teacher Education coming from practical or vocational degrees
Get PDFThis study explores some of the challenges experienced by one-year Initial Teacher Training (ITT) students, on a Postgraduate Certificate of Education (PGCE) course, coming from practical or vocational undergraduate degrees and their experience of postgraduate writing at Masters Level (M-Level). The study originated from trainees’ self-reported and perceived difficulties when engaging with the diffuse and cyclic nature of reflection and reflective writing, requiring beginning teachers to evaluate and reinvent themselves. The argument of this paper is that ITT trainees’ prior experience of academia and professional disciplines influences their perceptions of performance in postgraduate writing. This may contribute to a perceived uneven playing field, with trainees from some disciplines beginning their PGCE with different experience of academic writing disciplines: raising practical questions about the expectations of ITT programmes and pedagogical approaches to supporting trainees from particular subject disciplines. Key Words Initial Teacher Education; PGCE; M-Level; academic writing; vocational; practical; academic; reflection; Design and Technology; Engineering.
An analysis of PGCE models: Key stakeholder perceptions from the secondary phase
Get PDFThe aim of this research was to explore the two most popular PGCE models now in operation, for which there is little research to-date, from the perspectives of key stakeholders from the secondary phase in two higher education institutions (HEIs) in England. Research was undertaken in an HEI offering both the level 6 Professional Graduate Certificate in Education (PGCE) and the level 7 Postgraduate Certificate in Education (PGCE), and in an HEI offering only the level 7 Postgraduate Certificate in Education (PGCE). Findings highlight the perceived advantages and disadvantages inherent in each model, which could be used by providers to reflect on their chosen model and further improve student satisfaction, the student experience and retention. Overall, findings suggest that the level 7 only PGCE model is essentially a one-size-fits-all model, which may not be appropriate for everyone, and a differentiated approach via offering the PGCE at both level 6 and 7 is suggested as the most effective model to support and extend trainees’ development. Findings also show some associated implications for HE initial teacher education (ITE) tutors in areas such as workload, which could be used by HE senior managers to reflect on different PGCE models. Keywords ITE; PGCE; models; level 6/ honours level (H level); level 7/ masters level (M level)
Developing Teacher competence and Professionalism in Northern Ireland: An analysis of ‘Teaching: The Reflective Profession’ (GTCNI, 2007)
Get PDFThis paper considers the development of teacher professionalism in the context of Northern Ireland. The paper traces the development of the discourse on teacher education in the UK and, through an analysis of ‘Teaching: The Reflective Profession’ (GTCNI, 2007), suggests that teacher development in NI is characterised by its individuality and difference in approach to that of the rest of the UK. It proposes that teacher education in NI rejects the technical rational model of teacher competence in favour of one which promotes critically reflective, activist teachers. The paper also identifies a range of factors which mitigate the actualisation of reflection, partnership and effective collaboration becoming fully embedded across the phases of the profession. Key words Teacher education; professionalism; competence; reflective practice
What does it take to make a primary maths teacher? Two trainee teachers’ successful mathematical journeys
Get PDFTrainee teachers on one year postgraduate training courses (PGCE in England) have little time to develop the required mathematical subject knowledge, yet this is expected of them. Trainees embarking on their teacher training bring a range of mathematical experiences, some of which could hamper still further their ability to acquire this knowledge. In this pilot study, two primary trainee teachers, with very different mathematical backgrounds, and their mathematics tutor explore in detail the processes through which they became confident and competent primary school mathematics teachers. From these experiences, we suggest that trainees’ reflection and Dewey-ian open-mindedness are essential ingredients if they are to acquire the necessary knowledge to become confident primary mathematics teachers and that instilling these habits of mind in their trainees is an important part of role of providers of initial teacher education (ITE). Keywords Mathematics; anxiety; teacher education; primary; confidence; competent; subject knowledge
Support for PhD students: The impact of institutional dynamics on the pedagogy of learning development
Get PDFThis paper explores one practitioner’s learning development work with PhD students in a changing university context in which managerialism and financial stringency have combined. It questions how learning development practitioners can maintain their professional goals while negotiating issues arising from managerialism, financial stringency, task-oriented budgeting and inter-professional co-operation. While learnig development workers have traditionally espoused a broad, colleagual view of student learning and practice which looks beyond remediation, a cash-starved sector may look for simpler, task-oriented definitions in which work is discretely allocated to different professional groups rather than dealing with dynamic, complex and overlapping processes. Hence, two teaching strategies are explored: the use of pre-course learning development tutorials as a means to tackle timeliness and efficacy of courses, and learning development contributions to supervision development courses. Key words Learning development; PhDs; teaching; learning; supervision; managerialism
Choosing a Methodology: Philosophical Underpinning
Get PDFAs a university lecturer, I find that a frequent question raised by Masters students concerns the methodology chosen for research and the rationale required in dissertations. This paper unpicks some of the philosophical coherence that can inform choices to be made regarding methodology and a well-thought out rationale that can add to the rigour of a research project. It considers the conceptual framework for research including the ontological and epistemological perspectives that are pertinent in choosing a methodology and subsequently the methods to be used. The discussion is exemplified using a concrete example of a research project in order to contextualise theory within practice. Key words Ontology; epistemology; positionality; relationality; methodology; method
‘It’s just a wait and see thing at the moment’. Students’ preconceptions about the contribution of theory to classroom practice in learning to teach
Get PDFThis paper reports on an exploration of the preconceptions held by Primary PGCE students about the relationship of theory to classroom practice in learning to teach. Preconceptions about learning to teach have been found in the past to be unsophisticated and unhelpful, yet durable. Linking theory and practice within teacher education is notoriously difficult and studies report scepticism about the value of research findings and theory in everyday classroom practice. Furthermore, the nature of teachers’ professional knowledge is itself uncertain and highly complex. Unlike many previous investigations into student teacher thinking, this small-scale case study captures participants’ views before the start of their training and explores the research question through three key issues: what constitutes teacher knowledge, where this knowledge is learned and how these different facets of knowledge relate to one another. While many of the complexities of teaching are yet to be understood fully in this pre-course phase, these participants prove to be far from naïve and begin the course open to a range of forms of learning, with a positive view of the potential contribution of theory to practice. The insight into this starting point leads to some potentially important implications for future course design. The research relates to an English university, but the debate is significant to teacher education more widely. Keywords Preconceptions; theory; practice; knowledge; PGCE
Early professional development and languages teaching in primary schools: Case studies of teachers trained on an employment-based route
Get PDFThis article describes an Escalate-funded research project, which investigated the professional development of new primary teachers, trained on employment-based routes, in teaching modern foreign languages (MFL). Five universities in England providing the Graduate Teacher Programme (GTP) participated in our study. An online questionnaire assessed provision of training in modern foreign languages, and new teachers’ knowledge and experience (n=210). Follow up interviews were carried out with 12 respondents and in-depth case studies were conducted in four primary schools. We found a basic proficiency in foreign languages (usually French) and generally low teaching confidence. The GTP training was evaluated favourably by almost all trainees, although the languages input, one day at most, was considered insufficient. The case studies revealed that some school environments are supportive of modern foreign languages teaching and provide language-rich environments. This enabled GTP-trained teachers to develop their professional expertise further. However, schools without a language-rich environment could inhibit this development. We conclude with some recommendations, especially relevant at a time when a new employment-based route, School Direct, is being introduced to take the place of the Graduate Teacher Programme. Keywords Professional development; modern foreign languages; language teaching; primary schools; Graduate Teacher Programme; trainee teachers; employment-based routes; work-based learning
