University of Cumbria Open Access Journals
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A discussion of the four papers contributed by Lynne Graham-Matheson, Maarten Tas and Sue Forsythe, Sandra Eady and Hazel Crichton and Brian Templeton
Get PDFA discussion of the four papers contributed by Lynne Graham-Matheson, Maarten Tas and Sue Forsythe, Sandra Eady and Hazel Crichton and Brian Templeto
Scaffolding teaching, learning and assessment in Higher Education
Get PDFScaffolding teaching, learning and assessment in Higher Education Authors: Lisa Murtagh and Maggie Webster AbstractThis paper reports the initial findings of a small scale initiative undertaken in a modern university in the United Kingdom to investigate the use of a scaffolded approach to teaching, learning and assessment. The design of a specific module was structured such that the mode of assessment; in this case a presentation, became a focus for each taught session, with each session being strategically scaffolded to increase individual student engagement. The findings demonstrate that such an approach served to impact on students’ ability to engage in self-regulated learning and to impact positively on the academic achievement of most students involved; however, for some students, the impact was ‘negative’. The paper concludes that although a scaffolded approach to teaching, learning and assessment is, in the main, conducive to deep learning and can potentially lead to improved academic achievement, consideration needs to be given to how and why particular modes of assessment are used to assess student achievement. Key words: Assessment; feedback; scaffolding; self-regulated learning; peer assessment
Walking the talk: authentic teaching for social and emotional aspects of learning (SEAL)
Get PDFWalking the talk: authentic teaching for social and emotional aspects of learning (SEAL) Author: Karen Stuart AbstractThis paper presents the findings of an action research project that enabled teachers to teach social and emotional learning authentically and to develop their own curricula rather than relying on provided resources. The process that this paper identifies is an authentic, modelled, experiential approach to teacher education that can be applied to teaching and learning in all schools, subjects and countries although the context described here is UK schools. KeywordsSocial; emotional; experiential; modeling; authentic; learning
Editorial
No full textTeacher Education Advancement Network Journal Alison JacksonUniversity of [email protected]
Feedforward: the responses of students in accountancy
No full textAlthough the theoretical benefits of feedback are generally well established, in practice those benefits can be less than clear. This is particularly the case on shorter courses, where students have limited scope to integrate feedback into future assessment performance. If we accept that one of the key purposes of feedback is to encourage students to reflect on – and subsequently change –their performance, there is a strong argument for feedforward in such cases.This paper analyses the performance of 137 students on an MBA module in financial decision-making. An assignment was delivered to two groups, one of which was involved in a structured feedforward exercise. At the end of the module all students completed an evaluative questionnaire. In addition, a focus group was held with a group of students who had been involved with the feedforward exercise.The study found that increased support and guidance through the feedforward process had no significant impact on student performance, but that student satisfaction increased. The question of performance was found to be intertwined with complex issues of strategic approaches to learning, satisficing behaviour, ‘spoon-feeding’ reactions and workload management. The study points to a need for more qualitative research into students’ strategies for assessment.
Overseas Trained Teachers: part of a problem or part of a solution?
Get PDFOverseas Trained Teachers: part of a problem or part of a solution? Author: Lionel Warner AbstractOverseas trained teachers (OTTs) have grown in numbers during the past decade, particularly in London and the South East of England. In this recruitment explosion many OTTs have experienced difficulties. In professional literature as well as press coverage OTTs often become part of a deficit discourse. A small-scale pilot investigation of OTT experience has begun to suggest why OTTs have been successful as well as the principal challenges they have faced. An important factor in their success was felt to be the quality of support in school from others on the staff. Major challenges included the complexity of the primary curriculum. The argument that globalisation leads to brain-drain may be exaggerated. Suggestions for further research are made, which might indicate the positive benefits OTTs can bring to a school. Keywordsbrain-drain; globalisation; OTTs; recruitment; representation; suppor
The New Alliance: Pedagogy and Student Experience in Intercultural Professional Learning
Get PDFThe Faculty of Education in the University of X collaborates with a consortium of French universities to provide a ‘double diploma’ for students: a 2 year Masters FLE (Français comme Langue Etrangère) and a Postgraduate Diploma in Education (PGDE) in teaching Modern Languages. The first cohort of French students to do this programme recently completed the PGDE in X. The students were interviewed at the beginning and at the end of the academic year in order to investigate how their attitudes to teaching and learning had developed through their experiences in the X environment, how they viewed the process of becoming a teacher in a system which is different to the one they had been used to in their native country and if they felt they were offered adequate support during the PGDE year. This article describes the background to the collaboration and provides an overview of initial interview findings, which appear to indicate that the students valued the combination of theory and practice which the two courses offer
‘Belonging’ as a subject specialist: challenging the barriers
Get PDF‘Belonging’ as a subject specialist: challenging the barriers Author: Kathryn Fox AbstractThis paper reports on teachers’ perspectives on how they develop subject specialist identities. The research discussed here is part of a larger action research project which probed teachers’ confidence in their subject specialism. Data was collected from small scale midpoint evaluations and focus groups. The context is that of mathematics teachers undertaking an in-service sustained professional development course. However the findings are relevant across teacher education because they have implications for supporting professional development in schools.The research findings indicate that although teachers’ individual confidence in their identity as subject specialists develops this may not be mirrored by the development of confidence in belonging to the community. Barriers to belonging included: teachers’ own conceptions of what it means to be a subject specialist; school based factors such as practical support and school attitudes towards continuing professional development. Key Words: Teacher education; identity; participation; subject specialism; mathematic; confidence.
What are the benefits of Masters accredited CPD: An exploration of Primary Postgraduate student teacher views
Get PDFDuring the midpoint of the PGCE programmes a small group of students were interviewed regarding their perceptions of taking M level credits as part of their PGCE. The themes arising from their responses were used to inform the questionnaire, administered at the end of the summer term to the whole cohort of Primary PGCE students. A grounded theory approach to analysis was adopted by first drawing out broad themes, which were then used to structure an initial analysis of the questionnaire. The findings from both the mid term interviews and end of programme questionnaire suggest that PGCE students perceived M level study to provide both benefits and challenges during their PGCE. Many of these were also highlighted as reasons for deciding whether to continue or not with Masters level study in the Induction year. Becoming a ‘better teacher\u27 was repeatedly cited as a reason for both continuing and not continuing Masters level study. Predominant incentives for continuing further study was the desire to have a more in depth understanding of facets of learning and teaching as well as career enhancement. Predominant reasons for not continuing were real concerns about survival and coping with the ‘unknown\u27 demands of the Induction year. A few respondents also felt they did not need a Masters qualification to prove they were a good teacher