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1.
This paper results from research examining pre-service teacher development in relation to experiences of mentoring during the Professional Experience component of their programme. The paper focuses on the interplay between pre-service teachers’ personal aspirations for their own practice and identity and their perceptions of more socialized and formalized institutional requirements. The paper highlights the developmental potential of dialectical interactions between these ‘inside out’ and ‘outside in’ perspectives on pre-service teachers’ practice and identity, drawing on psychoanalytic theory in order to gain insights into this process by viewing the pre-service teachers wishes and aspirations for their practice and identities as manifestations of the Lacanian (‘inside out’) ideal ego; whilst the school culture and the mentor teachers’ (actual and anticipated) comments and judgements are read as representations of the (‘outside in’) ego ideal. The paper concludes with considerations of how universities and schools, pre-service teachers and mentors, might be encouraged to recognize the need for a sustained and open-ended dialectic between the ego ideal and the ideal ego in ways that might enrich the professional identities available to pre-service teachers. 相似文献
2.
What makes a good educator? The relevance of meta programmes 总被引：1，自引：0，他引：1
Nigel Brown 《Assessment & Evaluation in Higher Education》2004,29(5):515-533
This paper reports the results of a qualitative study which explores the relevance of meta programmes to students' perceptions of teaching quality. Meta programmes are a model of personality preferences from the discipline of Neuro Linguistic Programming (NLP). Research into teaching effectiveness indicates that students rate as important ‘hygiene factors’ such as the teacher's ‘knowledge of the subject’ as well as less tangible qualities including ‘ability to communicate’ and ‘student–teacher rapport’. This study reveals the need for similar qualities but, in some cases, presence of these ‘hygiene factors’ was insufficient; students cited other factors related to personality. Some students were found to like the approach of certain teachers whilst other students rated the same teachers less favourably. When questioned as to why, factors emerged that relate to the distinct teaching style adopted by these teachers that appeared to suit particular students and not others. This study suggests that a teacher's meta programmes influence the approaches adopted in their teaching and these styles suit students with matching meta programme preferences. Where students have different meta programme preferences from the teacher, then, even where the ‘hygiene factors’ are met, this leaves the student dissatisfied. There is potential for teachers to adopt teaching approaches more appropriate for the meta programme profiles of their students. Also, on the part of the students, an increased awareness of their meta programme preferences offers the potential to improve their learning experience. 相似文献
3.
James Robertson 《School Leadership & Management》2013,33(2):167-170
This article considers the ways in which distributed forms of leadership can positively influence school development and change. The article focuses on the findings from an initial evaluation and impact assessment of a leadership programme provided by the ‘Specialist Schools and Academies Trust’ for teachers in their first five years of teaching. This programme is intended to develop leadership potential and to build lateral leadership capacity in schools. The article provides an assessment of the impact of the ‘Developing Leaders’ programme on school and student development. The evidence suggests that this form of lateral leadership can make a positive difference to school performance and can contribute significantly to building leadership capacity within the system. 相似文献
4.
This paper reports on the findings of a 12-month project within a broader research programme that looks at a group of East European students with English as an Additional Language (EAL) in England. The data are derived from interviews with the students and teachers in two schools. The findings show that EAL students had a keen interest in English. This attitude contrasted with their reluctance to use and talk about their home language, as a result of language loss and fear of being bullied. Teachers’ attitudes towards languages were also mixed, ranging from support for ‘free use of languages’, to ‘restricted use of home language’, and to ‘use of English only’. The paper further argues that multilingualism can be theorised as legitimate shared repertoires of school communities of practice. Practical implications are drawn which suggest that students’ and teachers’ voices should be acted upon and translated into school language policies. 相似文献
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6.
《Pastoral Care in Education》2013,31(4):13-21
Experiential learning is often seen as a central component of social education and pastoral programmes such as peer mediation; but the precise nature of experience as an educational, social and pedagogic/cultural process in schools is complex. This paper uses the notion of experiential learning to explore the impact of a peer mediation programme in a transforming integrated school in Northern Ireland. The programme was intended to mainstream the involvement of pupils in the process of creating a more integrated school ethos and was implemented by youth workers working as members of the school staff. The paper begins with a review of the theoretical basis of experience as educational. This is followed by an interpretative review of the results of a survey of pupils' attitudes to peer mediation and semi-structured interviews with pupils and school and project staff about their perception of the impact of the programme on ideas of social learning. One issue is the extent to which developing pupils' capacity for interactive dialogue can be seen as an experiential process, like learning a foreign language – hence ‘peace talk’. Another is the process by which the perception of peer mediation training as ‘experiential’ constituted an enabling ‘pedagogic discourse’ which legitimized the programme for teachers and affirmed its beneficial impact on pupils. 相似文献
7.
Stephen J. Ball 《British Journal of Sociology of Education》1997,18(3):317-336
This paper, drawn from an ESRC‐funded research project, deploys data from one secondary school to raise some general issues about the development of disciplinary technologies of surveillance and uses of performativity in education. It is argued that the use of Total Quality Management, School Development Planning and Ofsted (The Office for Standards in Education) Inspections, individually and collectively produce an intensification of teachers’ work, submit teachers more directly to the ‘gaze’ of policy, and encourage schools and teachers to ‘fabricate’ themselves for the purposes of evaluation and comparison. The paper is premised on the argument that schools cannot be represented adequately within research (or evaluation) by simple stories or single essentialising tags; ‘good/bad’, ‘successful/failing’ ‐‐ they are inherently paradoxical institutions. 相似文献
8.
Catherine Pearn 《欧洲师范教育杂志》1999,22(2-3):277-294
In this paper, the specific concerns for literacy and numeracy as we enter a new era are addressed through a discussion of an innovative mathematics early intervention programme, which the author and classroom teachers have developed and applied. ‘Mathematics Intervention ‘ is an innovative programme developed by three classroom teachers to identify, then assist, children in year 1 ‘at risk’ of not coping with the current mathematics curriculum. The programme incorporates assessment tools and learning activities based on recent research about children's early numerical learning. It develops the basic concepts of number upon which children build their understanding of mathematics. All three teachers participated in a professional development course, which developed skills that allow teachers to recognise which children have a problem, to identify the underlying problem and to provide appropriate activities to advance their mathematical development. The course highlights the benefits of clinical interviewing as an assessment tool and promotes various strategies that classroom teachers can use to assist the development of numerical concepts. ‘Mathematics Intervention’ is an example of a programme developed and implemented by classroom teachers using new learning processes designed to empower classroom teachers to meet the challenge of advancing all children's mathematical development. 相似文献
9.
This account of a programme for PGCE Art/Design students at University College Bretton Hall, Wakefield (UK) describes an attempt in initial teacher training to develop a course of study which links art, design, environment and education. It seeks to develop a range of perceptions of the built environment, including those of the artist, the critic and the designer. The ideas and methods of working developed on this programme support students’ work in schools. The paper explains the rationale and describes the intensive workshop programme, which includes streetwork, studio sessions and critique. It reports on students’ research and their work in schools. Issues include the place of built environment studies in the Art/Design curriculum, the use of the environment as an educational resource and learning methods and teaching strategies. It comments on the satisfactions and frustrations of developing such a programme in initial teacher education. It presents the work at Bretton Hall as a case study in a wider range of work currently being developed by students, tutors and teachers involved in other courses. They have come together through the ‘Site Specific Project’ to create a research network to support curriculum innovation and teachers’ professional development. 相似文献
10.
Notwithstanding the recent signing and ratification by Cyprus of another International Convention on the rights of students designated as having special educational needs and/or disabilities to attend mainstream schools on an equal basis with their peers, local policy and practice promote an ‘exclusionary inclusion’ that draws a discernible line between general and special education. This paper concentrates on exploring the role of special education teachers in Cyprus in the light of policy concerns about providing the ‘least restrictive’ learning environment for this group of students and enabling them ‘to reach their full potential’. It is suggested that the role of special education teachers embodies and reflects reductionist forms of inclusion informed by deficit-oriented and assimilationist special education perspectives, while there is also evidence of a lack of professionalism and accountability. The paper draws on head teachers’ and special education teachers’ interviews in order to portray the ways in which they view and experience the role of special education teachers in mainstream schools in Cyprus. New objectives and future directions are identified and discussed. 相似文献
11.
One of the key phases in ‘the action research cycle’ is reflection (Kemmis & McTaggart, 1988; McNiff, 1988). The extension of teachers' reflective capabilities is one of the stated goals of the University of the Witwatersrand's teacher education programmes. In this article aspects of the findings of a 3-year research project, which investigated teachers' ‘take-up’ from a mixed-mode, inservice professional development programme initiated by the university in 1996 are discussed. The research team has described the overall project as ‘a practice-based case study of cases’. Data sources included classroom observations, videotapes of some of the lessons observed, interviews with teachers, written teacher narratives and questionnaires, and samples of learners' work- all obtained from working with the same sample of primary and secondary school teachers of English, Mathematics and Science for each of the 3 years of the project. The authors engage with what counts as ‘evidence’ of the reflective practices of teachers and consider what factors might enable or constrain the development of reflective capability by teachers working in underresourced, multi-lingual contexts. They reflect on their practices as teacher educators and outline some changes to the programme that could assist teachers to become more reflective practitioners in their classrooms and schools. 相似文献
12.
Interactions between school systems and reading Recovery programmes – evidence from Northern Ireland
Recent work on raising attainment in education has raised theoretical issues about organizational responses to innovation and qualitative aspects of programme implementation. In particular, the ‘depth’ of an implementation (the extent to which a programme actually changes the educational interactions between pupils and their teachers) is now thought to be as important as its ‘spread’ (the number of schools in which it is replicated). Such issues, together with the existing literature on Reading Recovery implementation, suggest that it is time to review the models of implementation held within the Reading Recovery community. We used a range of methods at four levels of data collection to analyse variation in ‘depth’ of implementation in a countrywide Reading Recovery programme. From our findings we conclude that Reading Recovery has achieved resounding success as an individual programme, but that it would be still more efficient if the models of implementation were to be reviewed. 相似文献
13.
The prevalence of ‘pre-service’ or ‘trainee’ teachers in schools is rising in England, driven by the expansion of school-led routes to qualified teacher status and increasing demand for newly qualified teachers. This may have important implications for schools, which have historically been concerned with the impact of trainee teachers on their pupils’ attainment. There are, however, confounding factors which affect both the decision to host a trainee teacher and pupil attainment. We empirically model the impact of trainee teachers on contemporaneous pupil attainment in ‘high-stakes’ exams, exploiting unique data combining national administrative data on pupil test scores with a survey of schools’ involvement with initial teacher training over multiple academic years. We use school fixed effects to account for time-invariant school factors which may determine both schools’ teacher training decisions and pupil attainment. Counter to schools’ concerns, we find that pupil attainment in high-stakes assessments, on average, is not significantly affected by the number of trainee teachers. This is an important empirical finding, as it suggests that the rapid expansion of school-led teacher training is not likely to have a detrimental effect on pupil attainment in England, conditional on the set of schools that choose to engage with initial teacher training remaining similar: trainee teachers may still affect pupil attainment in schools that do not currently participate in initial teacher training, as these schools are typically more constrained. 相似文献
14.
In learning to use a new technology like the iPad, primary teachers adopt a diverse range of experiential, informal and playful strategies contrasting sharply with traditional models underpinning professional development which emphasise formal courses and events led by ‘experts’ conducted in formal settings such as the school. Since post-PC devices like the iPad have been linked with transformational educational learning, there is an imperative to better understand how teachers can be encouraged to use them more effectively. Despite their growing popularity in schools, there is little research to indicate how and under what circumstances teachers learn to integrate these technologies into their daily practices. This paper uses data collected from two national studies of iPad use in Scotland and Wales to propose a new model of professional development. This model reflects findings that the teachers reject traditional models of sequential, or staged, professional development (often led by external providers or ‘experts’), in favour of a more nuanced and fluid model where they learn at their own pace, in a largely experiential fashion, alongside their pupils in a relationship which reverses the traditional power nexus. The model has the potential to inform professional development for both trainee and serving teachers in learning to use the iPad in the primary classroom. 相似文献
15.
Agaath M. Dekker-Groen Marieke F. van der Schaaf Karel M. Stokking 《Teachers and Teaching》2013,19(2):150-171
The Teachers of Promise study has followed the work histories of 57 primary and secondary teachers who had been identified at the beginning of their third year of teaching as having the potential to make a significant contribution to the profession. Using data from surveys and interviews, this paper reports on what sustained or inhibited their initial commitment to and enthusiasm for ‘making a difference’, six years later, both in the classroom and in broader school leadership roles. Satisfaction with their day-to-day experiences in their schools was a particularly strong driver of teachers’ career decisions over time. Thirty-four teachers responded to survey items that were used to identify three different groups of teachers: a group of 10 primary school teachers with the highest levels of job satisfaction who were ‘fulfilling their promise’; a group of 21 primary and secondary teachers who were ‘persevering and coping’; and three teachers who were ‘detached and disengaged’. The group with the highest levels of job satisfaction taught in primary schools where they felt respected and valued, and supported to develop their teaching and leadership expertise. School leadership practices and school cultures in the other two groups diminished teachers’ overall job satisfaction and contribution to collective knowledge building in their schools. Almost all of the teachers had retained their commitment to students, to their current schools and to teaching as a career, including those with lower levels of satisfaction. Although these teachers reported ‘collegial’ relationships with their peers, individualistic school cultures, most often in secondary schools, impacted on their opportunities to learn with and from their colleagues. Few secondary school teachers felt appreciated, and included in school decision-making or had found it possible to combine high standards of classroom teaching with management responsibilities. The study indicates that while most promising teachers were still satisfied with teaching after nine years, relatively few were in schools where they were able to make the impact that had been predicted for them early in their careers. 相似文献
16.
Susan Harris 《British Journal of Sociology of Education》1992,13(2):163-176
Careers teachers have at no time in their history enjoyed a high status in schools. This is surprising given the current demands for schools to equip youngsters with the social and work skills required for their future lives. The data drawn on derive from an in‐depth study of 43 careers teachers from 12 comprehensive schools in one Midlands local authority. The paper shows that the careers teachers studied are not a homogeneous group; they come from different subject backgrounds and include teachers, both male and female, from predominantly the bottom and middle rungs of the hierarchy. A common characteristic of those studied is that most are non‐graduate and have no significant specialist training in careers education. They became involved in ‘careers’ by chance, as a way of advancing their own career or because they had been delegated the responsibility, rather than for more ‘altruistic’ reasons. Their routes into careers work were largely unplanned. Most careers teachers worked on their own and were not part of a department in the traditional sense. Careers teachers were unable to establish a position of influence and stability in school because of the constant variable recognition and status given to both careers education and careers teachers, resulting in their ‘marginalisation’. 相似文献
17.
《International Journal of Educational Research》2006,45(4-5):242-253
Recent changes in the regulation of education systems in Europe and beyond have led to greater control over the work of teachers and the performance of schools. The paper draws upon the findings of a programme of funded comparative research, which has examined the impact of national education policy and policy change on teachers’ work and professional development in several European countries, England, France and Denmark. Within the English context, particularly, both primary and secondary teachers expressed common concerns centered on what was perceived as the demand for a ‘delivery of performance’. Many teachers considered that the more affective concerns of teaching – the sense of vocation and investment of self- were being undermined by the pressure for performance, to become “expert technicians” in transmitting externally pre-defined knowledge and skills to their pupils. Such changes have had a profound effect on the way in which teachers’ work and role are defined by government policy directives more widely within the European context. The paper considers the implications of these changed accountability structures for teachers’ professional identity and development. 相似文献
18.
D. D. Buckingham 《Learning, Media and Technology》1983,9(3):161-169
As part of an M.A. course in Film Studies at the Polytechnic of Central London, a small‐scale study was undertaken of audience responses to two schools TV programmes from the recent ITV series, ‘Viewpoint 2’. The theoretical orientation and methodology derive from recent developments in semiology (notably the work of Morley on ‘The Nationwide Audience'). While the work does not aim at ‘scientific’ proof, a fairly consistent pattern of responses emerged which indicates the influence of socio‐demographic factors on the decoding of educational programmes. Particularly with responses to one of the programmes, concerned with media representations of race, these variations were sufficiently extreme as to suggest some disturbing questions for programme makers and for teachers using such material in schools. 相似文献
19.
《Journal of moral education》2012,41(3):177-185
Abstract The paper describes the setting up and implementation of an initiative in social education in Dudley, jointly supported by Dudley LEA and The Social Morality Council. The programme developed out of earlier work in the authority including the production of a syllabus in social education for 13‐18 year olds and was in direct response to the perceived needs of schools. Work was undertaken in several schools with a special emphasis on establishing links between schools, the community and employers and was monitored by surveying the views of parents, pupils, teachers and employers. The report describes the development of the role of advisory teacher, of involvement of various external agencies, the production of resource materials and summarizes the evaluators’ key ‘findings’ resulting from the project. This information, it is hoped, may be of interest to other schools and LEAs which may be considering a social education programme. 相似文献
20.
This paper investigates how the use of Pupil Views Templates (PVTs), a tool designed to elicit, record and analyse the development of students’ awareness of their own learning processes, supports teachers’ professional learning. This paper reports on a three‐year collaborative practitioner enquiry project involving more than 30 primary and secondary schools in England. The data set includes practitioners’ case studies, interviews, questionnaires and cross‐project analysis completed by the university team. Analysis focuses on the role of feedback, stimulated through the use of PVTs, in teachers’ learning through three dimensions: the influence of student feedback on teachers as part of the pedagogical encounter; the influence of student feedback on schools within the context of the practitioner enquiry projects; the influence of feedback on the lead teacher researchers. Links between the tools used, the source of the feedback, and teachers’ learning are mapped from a ‘second order perspective’ derived from the diverse data sources. 相似文献