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1.
With performativity and evidence-based teaching, the development of action research (AR) by teachers brings tensions and challenges as teachers move outside their comfort zones and question their practice. This article draws on a small-scale research study developed with teachers. It was funded as part of a professional development initiative by a Teaching School Alliance to support partner schools with university support to build teacher-led systematic research into everyday practice. The dataset combined interviews with teachers about their motivations and experiences, field notes from the sessions, the teachers’ final written reports and their evaluation surveys about the project. This article offers a unique perspective on teachers as researchers in a new age of work-based AR with the risk of research by teachers in schools being regarded as part of an uncritical ‘tick box’ performative and celebratory culture. However, the authors argue that teacher research can contribute to a transformational approach to professional development working as an antidote and a source of (re)professionalization based on the outcomes of collaboration, reflection and attention to the singularity of their ‘contexts-for action’ and specific pupils’ needs. 相似文献
2.
Whilst within universities, research on rather than with children/pupils is a well-established methodology, this paper reports on teachers’ responses to a schools and university-based partnership project, ‘Pupils as Research Partners in Primary (PARPP), which works to co-create pupil-led research opportunities for pupils in research projects informed by pupils’ experiences in primary schools. A previous paper, French and Hobbs, [(2017). “‘So How Well Did It Really Go’? Working with Primary School Pupils as Project Evaluators: A Case Study.” TEAN Journal 9 (1): 56–65] reported on how one PARPP project had a beneficial effect on pupils and their school environment. For this paper the project team interviewed a number of teachers whose pupils in the partner schools were involved in the pilot study phase of the project. Specifically, the teachers were interviewed to ascertain if the involvement of pupils, as lead researchers in projects exploring various aspects of the school environment, had impacted on their perceptions of pupil-led research. Findings suggest that the experiences of teachers in schools where PARPP projects had taken place had led them to re-evaluate the practicality and desirability of encouraging pupils to actively to research their school environments. 相似文献
3.
The article reports on a survey of English primary school head teachers’ opinions on disruptive behaviour, coupled with a one‐day exercise in the monitoring of disruptive incidents in the same schools. Eighty‐five highly experienced head teachers from 38 local education authorities responded to an extensive questionnaire and 77 schools monitored incidents. Schools were categorised by the LEAs as potentially ‘difficult’, ‘of average difficulty’ and ‘easy’ in respect of intake. Thirty‐six Principal Educational Psychologists contributed briefly on a question on age of onset.
Findings relate to (a) an examination of the question whether the age of onset of disruptive behaviour is getting earlier, (b) the differing perceptions of questions concerning disruptive behaviour of head teachers, in schools of varying potential difficulty of intake, and (c) the coping strategies used and favoured by head teachers in their work with disruptive behaviour. 相似文献
4.
AbstractThis paper compares the professional role and identity of teachers in private and state schools. It brings together theory within the sociology of the professions and approaches influenced by Basil Bernstein. It utilises his work on recontextualisation to identify the nature of teachers’ professional role; and Beck and Young’s (2010) Bernstein-influenced analytical framework to understand changes in these teachers’ professional identity. Drawing on focussed qualitative research the study shows how, within private schools, when cloistered from the Official Recontextualising Field (ORF) an idealized account of teachers’ professional work flourishes. This idealized understanding of occupational professionalism is contingent on the ‘othering’ of the state sector: to do this private-school teachers adopt a deprofessionalization discourse which represents the state teacher as a passive receiver of the ORF. In contrast, state teachers foreground their agency to negotiate competing professional logics which they express through hybrid approaches to professional practice. 相似文献
5.
Geraldine Mooney Simmie Joanne Moles Emmanuel O’Grady 《Critical Studies in Education》2019,60(1):55-72
This paper examines ‘good teaching’ within a policy ensemble where teachers’ subjectification and practices are underpinned by new modes of evaluation and enforcement. Although the paper is written with specific concern for teachers in the Republic of Ireland, the literature demonstrates that concerns raised resonate internationally. Theoretical frameworks are drawn from Bernstein’s pedagogic device and ‘rules of evaluation’ (2000, p. 34) and the tyranny of number, networks and superstructures found in policy research. The study includes a limited analysis of the policy ensemble in ‘Austerity Ireland’ and contextual understandings and perspectives of a purposive sample of experienced teachers (n = 54). Critical analysis generated three themes: multiple perspectives about ‘good teaching’, a strongly perceived pedagogy of oppression and low ethical trust in reported interactions at some schools and with the state inspectorate. Conclusions position ‘good teaching’ within the super-complexity of a messy narrative of change and flows enacted with a diversity of inquirers and institutions. The study questions the role of state inspectors as arbiters of ‘good teaching’ and challenges the academy of teacher education in assuring productive discursive gaps for education as a social responsibility for public-interest values. 相似文献
6.
ABSTRACT This paper presents the results of a study of a sample of 609 English teachers and school executive (headteachers, deputies, etc.). The study sought to examine and benchmark teachers’ occupational motivation, satisfaction and health and to test a model of teacher satisfaction developed in Australia in a previous research phase.
English teachers were found, in common with their Australian counterparts, to be motivated most strongly by altruism, affiliation and personal growth. They were also found, again like Australian teachers, to be most satisfied with ‘core business’ aspects of teaching‐‐facilitating student learning and achievement, developing as a professional and working with other staff; and the least satisfied with matters from systemic and societal levels‐‐the nature and pace of educational change, and the status and image of teaching. Between these two domains lay factors specific to particular schools: school leadership and communication, school resources and relationships with community.
Teachers from different types of schools and those holding different promotion positions were found to differ on some measures of satisfaction; however, unlike Australian principals, headteachers were found to be, on the whole, no more satisfied than their classroom teacher colleagues and to be similarly ‘stressed’. These findings are interpreted in the light of the specific context of the English education system. 相似文献
7.
This paper draws upon empirical research to provide insights into current teacher learning practices under broader neoliberal conditions, and how the latter might be resisted. The paper contrasts neoliberal approaches to teachers’ learning with the Nordic tradition of educational action research and ‘Bildung’ as alternative resources to guide teachers’ and principals’ collective learning practices in schools, and draws upon empirical research to provide evidence of the benefits and challenges of doing so. The paper draws upon research into the learning practices of primary teachers in Australia, early childhood teachers in Sweden, and principals in Finland. The research reveals the influence of more Bildung-informed conceptions of educational action research, even as these are challenged by existing administrative cultures, and neoliberal pressures. The research presents ‘resources for hope’ to promote collective learning based on democratic values, not in an idealized or abstract manner, but in a way which is simultaneously cognizant of empirical realities. 相似文献
8.
Judith Bennett Pam Hanley Ian Abrahams Louise Elliott Maria Turkenburg-van Diepen 《International Journal of Science Education》2019,41(4):490-509
A randomised controlled trial (RCT) and a series of case studies were used to determine the impact of two variants of an intervention (a professional development programme) aimed at improving primary school science teachers’ subject and pedagogic content knowledge, and enhancing their subject leadership ability. Ninety-six schools were randomly assigned to full or partial treatment groups or a ‘business-as-usual’ control group. Quantitative data were collected from teachers and pupils through an assessment of scientific knowledge based on standardised assessment items. Qualitative data were collected through interviews and lesson observation initially in thirty case study schools. There were three data collection points: pre- and post-intervention, and one year later.
[Guskey, T. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5–12.] Levels of Professional Development Evaluation model was used as the analysis framework. The quantitative data from the teachers’ subject knowledge assessment indicated neither the full nor the partial training programmes had a statistically significant impact on teachers’ performance. In contrast, the qualitative data suggested that many teachers in the full treatment group believed that their subject knowledge had improved and reported increased confidence in their teaching of science. Lesson observations provided corroborating evidence of change in teachers’ practice, and some modest evidence of wider change in schools. There was no statistically significant improvement in pupil performance in subject knowledge assessments when teachers had participated in the intervention. In the context of research methods, the study suggests that a mixed-methods approach to evaluation is likely to yield a more rounded and nuanced picture of the overall impact of an intervention. 相似文献
9.
Yan Zeng 《Teachers and Teaching》2013,19(3):379-397
ABSTRACTThis mixed method research explores the contexts, purposes, forms, practices, and effects of school provided collaborative professional development (PD) as experienced by teachers working in primary and secondary schools in England and Shanghai. The research is part of a larger partnership pilot study by the University of Nottingham and Shanghai Normal University, which focused on opportunities for and experiences of participation in formally organized professional development, using as a point of departure the findings of the Teaching and Learning International Survey (TALIS) 2013 report of teachers’ perceptions of their professional development. Given the differences between the two jurisdictions in their PISA (Program for International Student Assessment) rankings, and between national cultures, teacher expectations and conditions of work, professional development purposes, forms and practices in schools might be expected to differ. The research found that there was a similar emphasis in both jurisdictions upon ‘functional’ rather than ‘attitudinal’ oriented professional development, but that teachers in Shanghai schools experienced more of the latter than those in the English schools studied. Such differences in the relative emphasis between the two jurisdictions upon the ‘attitudinal’, challenge the benefits of focusing collaborative professional development primarily upon the ‘functional’ in English schools. 相似文献
10.
Johan Liljestrand 《British Journal of Religious Education》2015,37(3):240-255
The purpose of this paper is to empirically explore and theoretically discuss Swedish religious studies (RE) teachers’ understanding of religions as similar and different. In Sweden, RE is a mandatory subject and presents all the world’s major religions to students. Teachers of RE therefore need to relate to the various relations between the religions. A qualitative interview study with Swedish RE teachers (n?=?7) in Swedish secondary schools was performed to determine how they conceptualise religion and present ‘religion’ to their students. The teachers (m?=?3; f?=?4) were chosen from schools with a variety of ethnically homogenous and heterogeneous compositions of students. The teachers’ conceptions of ‘religion’ can be described according to two main categories: as something universal or as something dependent on the cultural context. These two main orientations are described more closely in this paper. The teachers’ conceptions are also discussed from the perspective of possible consequences for educating citizens in the Swedish school system. It is suggested that RE teachers’ conceptions of religions as similar and different facilitate and constrain identification and encounters with others as religious subjects. 相似文献
11.
《Australian Journal of Learning Difficulties》2013,18(3):99-115
Abstract Much of what is commonly claimed as ‘effective teaching practice’ and implemented during the early and middle years in Australian schools, for either mainstream students or for those experiencing learning difficulties, is not grounded in findings from evidence‐based research. Issues surrounding ‘effective teaching practice’ came into particularly sharp focus during the 2004–2005 National Inquiry into the Teaching of Literacy (NITL). Following a brief outline of the NITL context and controversies surrounding ‘effective teaching practice’, this paper focuses on teaching strategies that are demonstrably effective in maximising the achievement progress of students during the early and middle years of schooling. It is argued that since teachers are the most valuable resource available to schools, an investment in teacher professionalism is vital by ensuring that they are equipped with an evidence‐based repertoire of pedagogical skills that are effective in meeting the developmental and learning needs of all students. 相似文献
12.
Ruth Dann 《Education 3-13》2016,44(1):19-31
ABSTRACTThis paper draws on data from the ‘Raising Pupil Attainment in Key Stage 1 in Stoke-on-Trent’ research project. The particular focus is on how teachers, head teachers and teaching assistants (n?=?59) articulate pupils’ learning success in five highly achieving schools in deprived communities. Six key themes are highlighted which are identified by participants as influencing successful pupil learning and progress. These are analysed in relation to Biesta's theory on the parameters of ‘Good Education’ [Biesta, G. J. J. 2010. Good Education in an Age of Measurement. Boulder, CO: Paradigm] and within Bourdieu's understanding of ‘distinction’ [Bourdieu, P. 1998. Practical Reason: On the Theory of Action. Oxford: Polity Press]. The research reveals that issues related to socialisation and subjectivity are presented as critical and foundational for the more formal measures of success in pupil learning. 相似文献
13.
ANTHONY FEILER JANE ANDREWS PAMELA GREENHOUGH MARTIN HUGHES DAVID JOHNSON MARY SCANLAN WAN CHING YEE 《Support for Learning》2008,23(1):12-18
The Government is urging teachers to engage more closely with families and is promoting the concept of the ‘extended’ school. This article reports on the literacy strand of the Home School Knowledge Exchange (HSKE) project, directed by Professor Martin Hughes at the University of Bristol. A selection of literacy activities developed during this project is discussed – activities that enabled teachers and parents to share their knowledge about children in order to enhance their learning. These included ‘school‐to‐home’ activities where the direction of knowledge was primarily from teachers to families and ‘home‐to‐school’ activities where families' knowledge of children impacted on school learning. Practical aspects of planning and conducting home–school knowledge exchange activities are discussed, and challenges are explored. The approaches presented in this article provide examples that could be considered and adapted by schools interested in extending their provision for families. This article draws on the recently published Improving Primary Literacy: Linking Home and School ( Feiler et al., 2007 ). 相似文献
14.
Stephen J. Ball 《British Journal of Sociology of Education》1988,9(3):289-306
Despite the considerable media time devoted to the teachers’ industrial dispute in England and Wales during 1985‐86 little or no effort was made to represent the conduct of the dispute in particular schools or through the experiences of individual teachers. The impression conveyed was of a uniform type of ‘action’ and similar effects in different schools, although some were reported as being ‘harder hit’ than others, that is more days on strike. In reality, although related to a set of general conditions affecting teachers’ work, the dispute was enacted and experienced very differently in different schools and localities. The conduct of the dispute in particular schools emerged from and was related to a variety of ‘local’ factors. In this paper some of these institutional variations are examined.
The paper consists of two sections. The first attempts to describe and analyse recent structural changes affecting the conditions of work of teaching and thus provide a context for the 1985‐86 industrial action in schools. The second section explores teachers’ interpretations of and involvements in the industrial action in particular schools. The data on which the paper is based were collected as part of a more general research study on school organisation and micro‐politics. 相似文献
15.
Julian Haes 《British Journal of Sociology of Education》1982,3(1):57-76
This article draws its inspiration from the three socio‐epistemological theories of phenomenology, contextualism and traditional epistemology and their abrasive interrelation. From these foundations, a theoretical framework is devised as a basis for an exposition and interpretation of empirical work undertaken in four contrasting school contexts. The aim of the research was firstly to look for similarities between teachers’ conceptions of the curriculum and secondly to provide evidence which could be used as a basis for judging to what extent these similarities were constrained by teachers’ conceptions of ‘truth’.
The paper discusses teachers’ responses to three questions from an open‐ended questionnaire; these requested views on how far curriculum content was considered to be related: (a) to individual pupils, (b) to social requirements and (c) to ‘truth’. The discussion of each question resolves itself into a number of issues connected with these three themes.
The article is predominantly interpretative but a short appendix displays a more rigorous analysis of the distribution of the responses across the four schools. Finally, although the paper is concerned with opinions about curricula rather than with actual curricula transactions, my hope is that awareness of teachers’ ideas may provide indicators for curricular realities. 相似文献
16.
Murray Saunders 《British Journal of Sociology of Education》1982,3(1):39-55
This paper offers an analysis of the attempt in Tanzanian Secondary Schools to alter the conventional academic school curriculum by the inclusion of productive work.
It describes the broad aims of the policy of education for self reliance as a text, focussing in particular on those elements in the policy which imply a redefinition of the relationship between the dominant literate curriculum and the productive, or essentially practical, projects carried out by the schools.
The paper includes some research evidence which suggests that, in practice, teachers have been unable to adopt the ‘unified’ approach advocated by President Nyerere. The paper outlines different practices carried out by teachers in response to the policy imperatives and presents three critical factors affecting teachers’ actions. These are the relationship between schools and the division of labour, the difficulties of specifying what ‘unity’ may mean in terms of pupil action and the problems of school organisation related to the inclusion of productive activity. The paper concludes by arguing that in the context of the ‘unsympathetic’ environment suggested by these factors, the issue of implementation becomes increasingly important. 相似文献
17.
Geoff Holloway 《Asia-Pacific Journal of Teacher Education》1994,22(2):189-205
The asymmetrical structure of educational attainment has been documented widely. The main unresolved problem in educational research now is to explain the process by which this occurs (i.e. the process of social reproduction). In this research, all students in government secondary colleges in Tasmania were asked to nominate teachers who had been ‘especially helpful or encouraging’. A teaching style questionnaire was issued subsequently to all teachers (n = 505) receiving two or more nominations. Also, the top 25 teachers were interviewed. The results show that the teacher/student relationship is critical in facilitating the ‘educational process’, that this relationship is based on the reciprocal expectations (norms) of students and teachers, and that ‘effective’ teachers use specific techniques in establishing their relationships with students. The research is based on an innovative technique of quantifying the qualitative aspects of these norms or ‘working models’. The results suggest that training effective teachers requires more attention to the nature of the relationship between teachers and students. An effective relationship with students can be achieved using a variety of ‘role destructuring’ techniques. 相似文献
18.
This paper discusses the findings of an enquiry into teachers’ perceptions of troublesome behaviour. A questionnaire was distributed to 54 first and middle school teachers on the island of St Helena, in the South Atlantic. The enquiry forms one part of a broader study which is monitoring the effects of the introduction of broadcast television upon preschool and school‐aged children's social and academic behaviour and leisure habits, in St Helena. A total of 50 teachers returned completed questionnaires, resulting in a return rate of 93%. Only 28% of teachers considered that they were spending more time than they ought on problems of order and control. Out of the total sample, 42% of teachers considered ‘talking out of turn’ to be the most disruptive behaviour. ‘Facing away from work’ was the next most disruptive behaviour (identified by 25% of teachers). ‘Talking out of turn’ and facing away from work’ were also identified as the most commonly occurring behaviours (by 43% and 16% of respondents, respectively). ‘Talking out of turn’ was also identified as the most disruptive and most frequently occurring behaviour of particularly troublesome children. The survey also examined the perceived frequency of occurrence of particular behaviours ‘around the school’, the most commonly occurring of which was ‘unruliness whilst waiting’. The paper concludes with discussion of the kinds of proactive and reactive responses which teachers can make to the above mentioned misbehaviours. 相似文献
19.
Per Sund 《Environmental Education Research》2015,21(1):24-44
In educational settings, sustainable development (SD) is often handled with the aim of reducing the contested aspects of the concept. Issues like trade, conservation, public health and international relations are often presented in a simplified way so that they are easier for students to grasp. However, in education, this tendency to simplify sustainability issues can be a disadvantage. This study explores how Swedish upper secondary school teachers’ education for sustainable development (ESD) in award-winning ‘ESD-schools’ supports students to become informed and autonomous democratic citizens by appreciating the complexity of the concept of SD. This empirical study is part of a larger research project studying progressive upper secondary schools and is a development of earlier research on teachers’ starting points for long-term purposes beyond the teaching – which we have termed objects of responsibility. In interviews of five teachers from two schools, experienced in ESD issues and working in teacher teams, an interesting commonality in their arguments for teaching sustainability emerged during the analytical process. The implications of the study’s results are important for EE/ESD research into teaching continuity as well as for teachers in practice. 相似文献
20.
This paper critiques a recent initiative arising from the British Government's National Literacy Strategy for secondary schools. The initiative focuses on Drama within the English curriculum for 11–14‐year‐olds (Key Stage 3). Taking issue with the imposition on Drama of the objectives‐led curriculum model of the Key Stage 3 Framework for teaching English, I examine whether the ‘focus on Drama’ during 2003/04 has led to a higher profile for Drama within English and facilitated curriculum collaboration between English and Drama teachers, as claimed. The article draws on evidence from a small‐scale research project involving student teachers of English and Drama on teaching practice in London schools. I conclude that the KS3 Framework model of curriculum development and training does not promote collaboration in English and Drama teaching that is genuinely creative, and I identify some approaches which could offer an alternative. 相似文献