3,673 research outputs found
Mentoring as part of the foundation for career long professional development and learnin
No full textSometimes it feels like we approach professional practice in education with a deficit model. What else should we be doing? What could be improved through marginal gains? What stretching targets can we agree? Who needs to be held to account? What works, and by implication, what doesn’t work? Mentoring in Initial Teacher Education is a professional practice that is often framed as something to be improved. My research has contributed to this, and my recently published conceptual paper in the International Journal of Mentoring and Coaching in Education (Lofthouse, 2018) does indicate some of the aspects of mentoring that are problematic and have the potential to be developed. This working paper is deliberately not taking a deficit approach. It has two distinct parts: firstly, it is a reflection on a small scale survey of student teachers’ positive experiences of being mentored, and secondly it introduces a conceptualisation of how the potential of mentoring might be maximise
Implementing Enquiry and Project-based Learning - Revolution or Evolution?
No full textDavid Leat, Rachel Lofthouse and Ulrike Thomas argue for a more creative perspective on achievement, based on enquiry-based approaches to children's learning. They explore the concept of 'dominant discourse' in education and the need for this to shift from traditional teaching to an emphasis on student questioning and curiosity which lead to "stunning". rather than pre-specified, learning outcomes
Coaching in Education: a professional development process in formation
No full textOver the last two decades research into coaching has suggested that it is a successful form of professional development for impact on student outcomes (Joyce and Showers, 1988) and offers good opportunities for professional development (Veenman and Denessen, 2001). However, Lofthouse and Leat (2013) found that its potential was often undermined in schools. This new research is based on the question: What opportunities do coaching approaches create for professional development in education, and how can we understand the scope and impact of these opportunities? Data in relation to this question will be collected through analysing six conversations between coaches who work in different education contexts. The aims of their coaching include to develop teaching quality, to enable inter-professional learning, to support leadership development, and to facilitate positive and productive relationships through cultural change in educational communities. These conversations are being held in public as part of a networking event, and will be followed by open discussion with an audience. Each conversation will be audio-recorded and transcribed for analysis, and the main themes emerging from the open discussion will be noted. A thematic analysis will be used to reveal the working practices of the coaches, and what evidence of change they recognise in the contexts in which they work. The theoretical model used will be The Theory of Practice Architectures (Kemmis et al. 2012) which focuses attention on the ‘sayings’, ‘doings’ and ‘relatings’ as indicative of the socio-cultural semantic, physical and social spaces that are employed and altered through coaching. The emerging conclusions will be shared with the participating coaches providing an opportunity for clarification and validation. This research is undertaken in England where provision of professional development and teacher education has undergone a significant evolution over the last decade. The traditional roles of both local education authorities, government-led national strategies and universities have diminished in favour of a ‘school-led self-improving system’, the creation of Teaching Schools, Multi-Academy Trusts and The Chartered College of Teaching and a rapid growth of private companies, charities and consultants working in the field. Coaching is part of this trend; but it takes many forms and there is insufficient research relating to its efficacy. There are no nationally approved qualifications or standards for coaches working in educational contexts. This research will help to establish some of the current trends, challenges and emerging opportunities of coaching to support or even transform teacher education and professional development
The 2D/3D dynamics of wall-bounded low-Rm magnetohydrodynamic (MHD) turbulence
No full textWith this experimental study, we give evidence that the dynamics of low-Rm MHD turbulence depends on the diffusion length l_z, which corresponds to the distance over which the Lorentz force is able to diffuse momentum before it is balanced by inertia
Twister: Creating a professional future where teachers can lean on each other, laugh with each other and learn from each other through coaching.
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Metacognition; supporting teachers and learners as thinkers
No full textThinking is the basis for learning, and learning allows for better thinking. This reciprocal relationships is lived out in how we teacher, and how learners engage and sustain progress. This keynote will draw on evidence that extends our understanding of the current EEF research and guidance, drawing a short history of teaching thinking skills, and celebrating how teachers have worked collaboratively to develop effective practices. To bring this short history up to date evidence from the Swaledale Alliance Metacognition SSIF project will be shared, allowing a discussion of contemporary challenges and opportunities for change
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