1,720,975 research outputs found
Contradictions in children centre provision:the art of the possible in multi-professional work
Full text link© 2019, Informa UK Limited, trading as Taylor & Francis Group. The attached document (embargoed until 05/05/2021) is an author produced version of a paper published in INTERNATIONAL JOURNAL OF EARLY YEARS EDUCATION uploaded in accordance with the publisher’s self- archiving policy. The final published version (version of record) is available online at the link. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it
A new research agenda for teacher education: the value of a partnership approach to classroom-based research
No full textThis paper takes up ideas from previous research projects which advocate student teachers undertaking research activity as part of their teacher education course. The aim is to strengthen the call for maintaining university input into teacher education preparation, which is currently being marginalised by new policies increasingly promoting school-based training for teachers in England. Twelve Religious Studies student teachers undertook classroom research during their school teaching practice or practicum (each observing and interviewing three different teachers with the same class with a focus on differentiation). Qualitative data content analysis was used to explore the data. Teacher educators generated data on the reflections of these student teachers. Findings suggest that conducting research was a significant learning event for the student teachers in that their development as researchers helped their appreciation of the importance of differentiation strategies when teaching in diverse classrooms. Further developments for extending the learning opportunities for all involved in teacher education utilising the expertise of the academy are forwarded. A video conference with others undertaking similar research in the USA helped to explore the findings from an international perspective
Learning to teach: a focus on the personal rather than the technical aspects of teacher education
Full text linkThis study compares interview data from four pre-service teachers who took part in an ethnographic study in 2006 whilst on their teacher education course and then were interviewed again in 2015 about their subsequent careers. Their conceptualisations of knowing and of becoming a teacher are explored in order to comment on the process of learning to teach. The article uses concepts from Heidegger’s philosophical enquiry into Being (readiness-to-hand and authenticity) to comment on the longitudinal data analysis. Viewing the interview data through a Heideggerian lens in order to consider the experience of teachers enhances an appreciation of the learning process and helps the researcher see respondents as subjects beyond the fieldwork. Heidegger’s ideas are forwarded as a way for pre-service teachers themselves to consider their own conceptualisations of knowing and becoming so as to recognise and understand what it means to be a teacher. This approach to pre-service teacher education is considered in relation to current research on teacher education and the concerning rate of teacher attrition. With many teacher education systems increasingly focusing on the technical and measurable aspects of teachers’ work the paper promotes a need for opportunities to enquire into and develop the personal, philosophical and theoretical perspectives of teacher education
Dimensions of Fit for Doctoral Candidates:Supporting an Academic Identity
Full text linkWith an expectation that different doctoral programmes may encourage and support different student learning identities, this paper compares the experiences of doctoral candidates participating in doctoral studies in England and Germany. A comparison of the experiences of doctoral candidates as expressed through interviews is viewed through the lens of the theory of fit. This theory considers the alignment of values between those engaged in PhD study and the programmes created to support them. The paper claims that the identification of dimensions of fit is helpful for considering the data generated on the learning experiences and self-expressed identities of the doctoral candidates. Addressing how dimensions in relation to culture, environment and vocation change and strengthen or loosen the alignment between doctoral candidates’ values and those affecting their doctoral work are important for supporting progress. These dimensions should be discussed in order to develop supervisory, programme and university support for doctoral learning.© 2021, Taylor & Francis. The attached document (embargoed until 24/09/2022) is an author produced version of a paper published in RESEARCH PAPERS IN EDUCATION uploaded in accordance with the publisher’s self-archiving policy. The final published version (version of record) is available online at the link. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it
Extending the teacher educator role: developing tools for working with school mentors
Full text linkThis article considers the ways in which a group of university-based teacher educators work with school-based mentors (cooperating teachers). Owing to a number of changes in teacher education policy in England, feelings of marginalisation from the teacher educators are presented before exploring how they undertake their work with school mentors. Using a cultural and historical activity theory lens through which to view interview data, the analysis explores how teacher education activity has changed over the nine years since first interviewing the teacher educators. The findings identify three tools which mediate the work with school mentors. How the teacher educators perceive these tools is analysed in order to compare work intentions driven by the object motive of the teacher education activity with those advocated in the teacher education research literature. Collaborative working practices established by appropriating tools developed from scholarship activity around subject journals, research projects and mentor collectives suggest ways forward for enhancing the teacher educator role. This role is diversifying in teacher education in England with the introduction of new school-based training routes for beginning teachers. Consequently, there is growing need for greater clarity around the work, training and professional development opportunities for teacher educators in England.© 2016 International Professional Development Association (IPDA). The attached document (embargoed until 29/05/2018) is an author produced version of a paper published in Professional Development in Education, uploaded in accordance with the publisher’s self- archiving policy. The final published version (version of record) is available online at http://www.tandfonline.com/doi/full/10.1080/19415257.2016.1258655. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it
How would teacher education researchers view the suggestion that teachers’ practical knowledge is a solution to the theory and practice gap?
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How would teacher education researchers view the suggestion that teachers’ practical knowledge is a solution to the theory and practice gap?
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