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Distance learning & initial teacher education: Making connections in a virtual world
No full textThe use of distance and online learning practices during the global Covid-19 pandemic affected all forms of teaching, from early years to higher education. Initial teacher education was by no means an exception but did offer a particularly interesting 'dual' view, as the student teachers were concurrently students and teachers. This BERA blog reflects on aspects of distance learning, exploring some of the opportunities to enhance connections, as discussed at the 2021 Teacher Education Advancement Network (TEAN) conference
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Our journey of learning
No full textA blog post reflecting on the developments in both Welsh education and Initial Teacher Education at the advent of Curriculum for Wales in September 2022
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Seeing children as experts: Using participatory methods to explore children's experiences of wellbeing whilst using technology / Gweld plant fel arbenigwyr: Defnyddio dulliau cyfranogol er mwyn ymchwilio i brofiadau plant o'u lles wrth ddefnyddio technoleg
Get PDFA poster presenting the use of participatory methods in a doctoral degree research project. The research aims to explore primary age children's experiences of using technology and its potential impact on their wellbeing
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Exploring both adult and child viewpoints of children's digital media use and wellbeing through image-based methods
Get PDFWithin this poster, the process of designing a doctoral case-study using image-based participatory methods is presented. The poster discusses how two forms of image-based participatory methods (photo elicitation and photovoice) were used to fulfil the study’s aim of exploring familial ideas about the effect of digital media on primary school pupils’ wellbeing.
Adult and child perspectives
Childhood wellbeing has become an increasingly prominent consideration within public, political and legal discourse, with widespread agreement on its importance. However, in relation to wellbeing and digital media there is conflicting evidence about digital media’s effect on childhood wellbeing (Kardefelt-Winther, 2017).
Previously, children’s wellbeing may have been assessed by asking parents (Gross-Manos and Bradshaw, 2022). Increasingly, children are included in research design (Fattore, Mason and Watson, 2012), and acknowledged as experts on their own lives. Research suggests that adults and children may have contrasting views: in terms of both wellbeing (Gross-Manos and Bradshaw, 2021), and also, in terms of digital media use (Ofcom, 2022). As a result, exploring both adult and child views was deemed an important part of this research design.
The sociocultural lens of the research provided an opportunity to explore the question of digital media’s effect on primary school pupils’ wellbeing from differing understandings (Horgan, 2017). As a researcher, using image-based participatory methods allowed me to consider the question from both adult and child viewpoint, by combining different image-based data collection methods.
Image-based methods
Image-based methods can take many forms and this so-called visual sociology can provide new ways of looking at society (Harper, 2016). Image-based data had three purposes within this research. The first purpose was to record ‘lived ideas’ (D’Amico et al., 2016, p. 532) of what do adult and child members of each family case consider important or interesting in terms of children’s digital media use and wellbeing. The second purpose was to help bridge between my understanding as a researcher and the participants’ views, acting as a ‘can opener’ (Leonard and McKnight, 2015, p. 632) to both adults and children’s ideas about digital media use and effect on children’s wellbeing. Thirdly, the images within this research were used to facilitate the discussion of ideas with participants (Clark-Ibáñez, 2004), providing an opportunity to co-construct knowledge.
The research design used two forms of image-based methods, namely photovoice with child participants and photo-elicitation with adult participants. The terms photovoice and photo elicitation are used interchangeably by different researchers; however, this study draws on Harper’s (2016) understanding, which defines photovoice research as being based around images taken by the participants, whilst photo elicitation is the process of sharing photographs taken by others as part of a discussion between researcher and participant.
As part of the photovoice method, children within a family were asked to document their use of technology over one week by taking photographs of any aspects of digital media that related to their everyday lives. Subsequently, in order to elicit an understanding of children’s meanings from their photographs, they were encouraged to discuss their photographs and present them creatively (Carter and Ford, 2013). Children could decide how to share their ideas around the emotions and values attached to their photographs of digital media use, aiming to incorporate a rights-based, participatory element to the research (Horgan, 2017).
For adult participants, it was deemed that photo elicitation was a better suited method as adults could be reluctant to take photographs or depict some aspects of the reality of their children’s digital media use. As a result, general images of families and children using digital media were used to support discussions with parents. The photographs were deemed to act as a non-judgemental prompt during the discussions with adult participants, thus aiding communication (Clark-Ibáñez, 2004) and providing neutrality (Leonard and McKnight, 2015).
Conclusion
Different imaged-based methods were chosen in order to elicit both adult and child participant views. Leonard and McKnight (2015, p. 631), highlight benefits and limitations to both photovoice and photo-elicitation approaches and, no matter which approach is chosen, image-based researchers must remember that ‘both the taking and viewing of photographs are subjective’. As a result, the use of images in themselves must be supported with further exploration of meaning with the participants, a process of interaction and co-construction of knowledge (D’Amico et al., 2016; Clark-Ibáñez, 2004).
References
Carter, B. and Ford, K. (2013) ‘Researching children’s health experiences: The place for participatory, child-centered, arts-based approaches’, Research in nursing & health, 36(1), pp. 95–107.
Clark-Ibáñez, M. (2004) ‘Framing the Social World with Photo-Elicitation Interviews’. American Behavioral Scientist 47(12), pp.1507–1527.
D’Amico, M.; Denov, M.; Khan, F., Linds, W.; Akesson, B. (2016) ‘Research as intervention? Exploring the health and well-being of children and youth facing global adversity through participatory visual methods’, Global public health, 11(5-6), pp. 528–545.
Fattore, T., Mason, J. and Watson, E. (2012) ‘Locating the Child Centrally as Subject in Research: Towards a Child Interpretation of Well-being’, Child Indicators Research, 5, pp. 423-435.
Gross-Manos, D. and Bradshaw, J. (2022) ‘The Association Between the Material Well-Being and the Subjective Well-Being of Children in 35 Countries.’ Child Indicators Research 15, pp. 1–33.
Harper, D. (2016) ‘The Development of Visual Sociology: A view from the inside’. SocietàMutamentoPolitica, 7(14), pp.237-250
Horgan, D. (2017) ‘Child participatory research methods: Attempts to go “deeper”’, Childhood (Copenhagen, Denmark), 24(2), pp. 245–259.
Kardefelt-Winther, D. (2017) How does the time children spend using digital technology impact their mental wellbeing, social relationships and physical activity? An evidence-focused literature review. Innocenti Discussion Paper 2017-02. Florence: UNICEF.
Leonard, M. and McKnight, M. (2015) Look and Tell: Using Photo-Elicitation Methods with Teenagers. Children’s Geographies 13(6): 629–642.
Ofcom (2022) Children and parents: media use and attitudes report 2022 [Online]. Available at: https://www.ofcom.org.uk/__data/assets/pdf_file/0024/234609/childrens-media-use-and-attitudes-report-2022.pdf (Accessed 25 April 2022)
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Student teachers’ experiences of online learning
Get PDFTeacher education is an important element of education reform currently taking place in Wales. Addressing the challenge of recruiting a high-quality teacher workforce is key. To assist in the recruitment of teachers to rural schools and to encourage those to enter the profession who might otherwise not consider teaching as a career, a new flexible and blended online teacher training offer has been available in Wales since 2020. In 2022 the first student teachers graduated from the new programme that offers a two-year part-time or employment-based route into teaching. Using a case study approach, 50 student teachers’ survey responses identified consistently high levels of satisfaction with the programme information and course materials. It is clear, however, that it takes time for students to become familiar with accessing the materials, with differing levels of satisfaction reported. This has implications for the programme’s induction process, which have since been streamlined. Student teachers reported limited engagement with forum posts. Exploring a range of possible actions to support such engagement is underway, including linking the activity to specific seminar tasks. It was also found that some student teachers are reluctant to interact with their peers during breakout room discussions. Again, this is an aspect that is continuing to be addressed. It is important to recognise that embedding new practices to increase engagement and collaboration opportunities for student teachers takes time to succeed. Since the forced online learning during the COVID-19 pandemic, many education providers continue to offer this flexibility for learners and this paper contributes to understanding and improving this mode of delivery
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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