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1.
Sarah Fletcher 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):45-51
In recent guidelines offered to its inspectors, the Office for Standards in Education stressed the importance of monitoring the work not only of subject teachers but also of class tutors. Traditionally, programmes of initial teacher training have largely neglected preparation of their students for the centrality of this role. With the recent move to school‐based ITE there is clear opportunity for PGCE courses to address this shortfall. This paper considers the implications of a programme of initial training in form tutoring from the point of view of the School and Higher Education. It draws on recent research carried out within the Bath University PGCE Partnership scheme and specifically on the author's work as a PGCE tutor. 相似文献
2.
This paper describes ongoing research that builds on earlier studies by the authors that have investigated issues concerning the selection of science graduates to secondary PGCE courses. These studies identified the need for criteria that are understood by tutors and applicants to ensure that candidates from ethnic minority groups are not disadvantaged. The research focuses on the perceptions that science graduates have about the selection process for secondary teacher education courses and seeks to identify whether the procedures used disadvantage any particular groups or individuals. We are interested also in whether there is a mismatch between tutors’ perceptions of the interview process and those of the applicants. During 1995/96 current students and applicants for one year PGCE courses in science were asked how they had prepared for their interviews and for their impressions of the interviewing process. The paper describes initial findings and the implication of these findings. 相似文献
3.
With moves towards inclusive education, there are demands for developments in initial teacher education as regards special needs and inclusive education. This paper outlines initial training in England within an international context. It then reports findings of a recent national survey of Programme directors and subject tutors of Post Graduate Certificate in Education programmes (PGCE) for primary and secondary teachers about the initial training provision in this aspect teaching. The main findings are about varied practices across placement schools, the commitment to the training partnership, coordination problems across the partnership and organising teaching experience of pupils with SEN. The implications of the study are also discussed in national and international terms. 相似文献
4.
In many countries, governments are keen to persuade teachers at all levels to seek to enhance the learning of their students by incorporating information and communication technologies within their classrooms. This paper reports on the development of collaborative approaches to supporting use of the Internet by Post Graduate Certificate of Education (PGCE) science students on initial teacher education (ITE) courses in England, drawing on data from five higher education institution (HEI)–school partnerships across four years. A mixed-method approach was used, involving questionnaires, structured interviews, lesson observations and case studies. The outcomes of the first three years identified barriers to practice and suggested the need to develop more collaborative approaches to development. The focus of this paper is on examining ways in which university faculty tutors and mentors or cooperating teachers can work together with students on PGCE courses in developing practice. The lessons from this focus on the Internet, no longer a new technology, have enabled us to identify implications for HEI partnerships in ITE and suggest a need for further collaborative structures in order to support and develop practices, including those involving the innovative use of new technologies in the post-industrial society. 相似文献
5.
本文以D大学为个案,运用问卷调查法和文本分析法,对全日制英语教育硕士专业知识的发展状况进行了跟踪研究,着重分析了全日制英语教育硕士专业知识各基本成分与各类教师培养课程之间的关联。研究发现:全日制英语教育硕士专业知识整体发展较好,但各成分呈现不同程度的发展水平;不同类型教师培养课程对于英语教育硕士专业知识发展的贡献程度不同,教育实践课程对英语学科教学知识发展贡献最大,学科素养课程对英语学科知识发展有较高贡献,学科教学课程对课程知识积累有促进作用,教育理论课程对教育理论知识没有起到应然的促进作用;并据此得到一些有助于教师培养项目持续改进的结论。 相似文献
6.
Ron Johnston David Manley Kelvyn Jones Richard Harris Anthony Hoare 《Higher Education Quarterly》2016,70(1):24-42
The United Kingdom's Department for Education has recently changed the nature of the AS‐level examinations normally taken by students aspiring to enter higher education degree courses one year into their post‐compulsory education. In the face of protests from universities and other institutions that this would both harm students’ progression towards the A‐level qualifications, on which entry to English universities is normally based, and make it difficult for universities determining which of their applicants were best placed to benefit from their degree courses, the Department conducted research which it claimed showed that degree outcome could be predicted as well from the results of GCSE examinations taken one year before AS‐levels as from AS‐levels themselves. This paper critiques those analyses and their conclusions showing, through a re‐analysis and extended interpretation of the Department's data, that AS‐levels provide a more reliable predictor of degree performance in 2011 than GCSEs and that many students who performed better at AS‐level than at GCSE gained a place, and performed well, at a university with high entrance standards. 相似文献
7.
《Journal of Further & Higher Education》2012,36(4):545-560
Educational studies as a discipline is now a feature in many British universities, but little research has been undertaken to explore what kinds of student choose the subject, how easily they access it or how they fare as undergraduate students. This article attempts to address this paucity of research by drawing on a selection of findings from a study undertaken with undergraduate students between 2004 and 2007. The study tracks the progress of a single cohort of students, some from vocational backgrounds and some from traditional academic backgrounds, on a full-time, three-year BA Honours educational studies degree. The article initially provides a discussion relating to the historical place of educational studies as a subject for study at undergraduate level and suggests how this links to the British widening-participation agenda. This provides a context for the subsequent sections, which present a selection of findings from the three-year research project. The project was designed to explore the students’ experiences by asking which of them were accepted to undertake the degree by admissions staff, how they fared on the degree and, critically, whether their pre-entry qualifications had an impact on their progress and success. This article provides some answers to these questions which suggest that admissions staff are more cautious in accepting vocational entry qualifications, but that the nature of these has little bearing on ultimate success on the degree. It concludes by suggesting how this knowledge might impact on information for potential applicants and on the selection of students in the future. 相似文献
8.
Bruce Carrington Alastair Bonnett Anoop Nayak Christine Skelton Fay Smith Richard Tomlin 《International Studies in Sociology of Education》2013,23(1):3-22
This article reports on part of a larger, ongoing two-year investigation supported by the Teacher Training Agency into the recruitment of new teachers from minority ethnic backgrounds via Postgraduate Certificate in Education (PGCE) courses in England. The authors focus here on interviews with admissions tutors, course directors and other senior staff at teacher training institutions. The interviews revealed differences between institutions in the measures taken to attract minority ethnic students. The research indicates a need for much clearer guidelines for admissions tutors on the issues surrounding the question of 'positive action' on the recruitment of new teachers from minority ethnic groups. 相似文献
9.
Lorraine Thomas 《欧洲师范教育杂志》2018,41(2):246-261
The Postgraduate Certificate in Education (PGCE) has been a successful and popular initial teacher education (ITE) programme since the 1950s, with the masters level PGCE being successfully embedded within universities in England since 2007 and having high levels of student satisfaction. Recent White Papers, policy and reviews have undermined the academic award in ITE, however, favouring school-led initial teacher training and the minimum, essential professional award. Located within the Secondary ITE phase in two English universities, this article presents the value of studying education and the academic award at pre-service level via key stakeholder perceptions from interviews with teacher–educators and student–teachers within a case study. Findings highlight improvements to student–teachers’ knowledge and practice; enjoyment in working at a higher academic level; improvements to the ITE programme overall, including student–teacher support and student–teachers’ articulation of knowledge and practice; and enhanced opportunities for employability, career advancement and gaining a Master’s degree. 相似文献
10.
Sue Dymoke 《Education 3-13》2013,41(3):45-50
The development of both reflective critical practice and innovative or creative approaches in English teaching have been key elements of the PGCE English training courses which have evolved over the last fifty years. However the deluge of documentation and initiatives continually pouring out from government agencies means that the professional attempts of providers in Initial Teacher Education to create distinctive courses are increasingly in danger of being undermined by official expectations. This article will explore the challenges inherent in the process of rewriting the contents of a PGCE Secondary English course. It will consider how trainees can be prepared for the realities of the strategy-dominated English classroom in the 21st century and empowered to establish independent critical overviews of both their chosen subject and their roles as educators which will, in turn, enable them to engage in progressive pedagogies in their classrooms and contribute to future curriculum development. 相似文献
11.
As we move towards a more inclusive education system in the UK, there is a real need to equip teachers to work in more diverse classrooms from the start of their teaching careers. In this article, Gill Golder, teaching and research fellow (physical education), Brahm Norwich, Professor of Educational Psychology and Special Educational Needs, and Phil Bayliss, senior lecturer in special educational needs and education studies, all based in the School of Education and Lifelong Learning at the University of Exeter, describe developments in Exeter's secondary phase Post Graduate Certificate in Education (PGCE) programme. The authors set their account in the context of policy requirements in England and international trends towards more inclusive teacher education. They report on an initiative designed to enhance the knowledge, skills and attitudes of trainee teachers and to equip them to differentiate their teaching to meet the individual needs of all pupils, including those with special educational needs. This initiative involved all trainees working intensively with one pupil, supported by the SENCo in their teaching practice school. Building towards a form of dispersed teacher preparation that may have applications in other contexts, the programme offered student teachers a systematic strategy for individualised teaching and the support of web-based resources. Gill Golder, Brahm Norwich and Phil Bayliss include evaluations from student teachers, SENCos and principal subject tutors in their report. They conclude that this is a promising way of working, which highlights the national and international need to develop practical ways of enhancing initial teacher education in relation to special educational needs and inclusion. 相似文献
12.
《Support for Learning》2005,20(3):115-122
An earlier study (Pearson, 2005) raised concerns about the adequacy of the current Postgraduate Certificate in Education (PGCE) courses in relation to inclusive education and suggested some relevant questions for training providers (and students). In this article, Sue Pearson and Gary Chambers report on a small‐scale study involving a group of prospective teachers of foreign languages in secondary schools that sought to address two of those questions. Is there a coherent theme related to SEN/disability throughout the PGCE year involving all parties? If so, what is the balance between procedural/technical knowledge and attitudes and values? The research was intended both to inform practice at Leeds University and to contribute to the wider debate about developing inclusive education within teacher training. 相似文献
13.
Junhong Xiao 《Open Learning》2013,28(2):145-159
Research into motivation in education mainly centres on students’ learning motivation. This article reports on an interview study of teacher motivation with the aim of investigating the effects of student-related factors and tutors’ personal factors on the motivation of language tutors in the distance learning context. Findings from the study indicate that external sources of influence include students’ engagement in learning English, motivation to learn English, progress made, foundation in English and appreciation of tutors’ teaching, while tutors’ internal factors are their self-efficacy in teaching, reflection and self-initiated professional development, interest in the profession of teaching English as well as their sense of achievement. Analysis of the data also suggests that more concrete measures are needed to counteract the demotivating effects from these two dimensions. Implications and suggestions are discussed with regard to enhancing tutor motivation more effectively. 相似文献
14.
David Stevens Gabrielle Cliff Hodges Simon Gibbons Philippa Hunt Anne Turvey 《Literacy》2006,40(2):97-105
In England, little research has been carried out into how pre‐service secondary English teachers transform what they know as they learn to teach. They are seldom asked to reflect explicitly on the connections between the pedagogy of their undergraduate studies and their pedagogical experiences as student teachers. The initial teacher education committee of the National Association for the Teaching of English decided to explore these connections by asking student teachers on English Postgraduate Certificate in Education (PGCE) courses in five different university departments of education to respond to a series of questions at the start and end of the academic year 2004–2005. The questions fall into four broad areas: student teachers' experiences as learners at undergraduate level and developing ideas about teaching; the nature of the subject English; tensions encountered during the PGCE course; new learning about teaching. The purpose of this article is to discuss some patterns emerging from the research. The most prominent of these is student teachers' realisation that good teaching comes from teachers seeing themselves as learners. We argue that ‘reflexivity’ ( Moore, 2004 ) is a valuable way to help student teachers begin to understand this transformation from learner into learning teacher. 相似文献
15.
Carol Bertram Nonhlanhla MthiyaneTabitha Mukeredzi 《International Journal of Educational Development》2013
The province of KwaZulu-Natal in South Africa has a recent estimate of 8000 unqualified and under-qualified teachers. Some of these teachers have an undergraduate degree, but do not have a professional qualification. In order to become professionally qualified, teachers with a degree must complete a Post Graduate Certificate in Education (PGCE), which is traditionally a programme offered to fulltime ‘pre-service’ student teachers. However, part-time students have already been teaching in schools for some years and thus are in fact ‘in-service’ teachers. They have already gained professional practical knowledge through learning on-the-job. The study aimed to investigate what kind of knowledge they had learnt through experience and how this knowledge changes as a result of their formal learning on the PGCE. The study interviewed twenty part time PGCE students who are already practicing teachers about the kind of professional knowledge they acquired through the formal programme and their perceptions of how their practice changed as a result of this learning. Most of the respondents said that they had changed their teaching practice as a result of studying for the PGCE and that pedagogical knowledge about assessment, classroom management and lesson structuring strategies were deemed to be most important. More than half reported that the programme had developed their confidence as a result of both developing personal competence and through becoming a ‘real’ teacher by dint of achieving professional status. This points to the importance of offering teachers with a degree the opportunity to become professionally qualified through a flexibly offered programme. 相似文献
16.
This article examines the extent to which Access to Higher Education courses can be defined as communities of practice. Other studies have already revealed the importance of mutual engagement and supportive relationships between students and between students and tutors in facilitating learning. While previous studies carried out on Access to HE (AHE) courses in England and Wales have largely focused on single colleges, the study that this article draws on was carried out in three urban further education (FE) colleges using a linked case studies design and a social interactivist lens. It investigated mature students’ perspectives of their changing learning identities through their developing relationships with their tutors and with each other during their AHE courses. Qualitative data was collected from five to six self-selecting AHE students in each college using focus group interviews and from their tutors using individual interviews. The findings suggest that the AHE students in this study generally participated and interacted in a supportive and collaborative way, guided by their tutors, and how and why they did this. This mutual engagement around particular core values helped to construct communities of practice, although some students remained peripheral participants. Within these communities were considerable inequalities of power, largely sustained by the institutional structures and professional discourses within which the AHE courses were located. 相似文献
17.
This article analyses the results from a study conducted among the total population of full‐time Postgraduate Certificate in Education course (PGCE) students in Norwegian universities (N = 283) in the autumn of 2006. The students responded to a questionnaire examining their motivation to take the PGCE course and their motivation to become teachers. The findings show a relatively high motivation among the students, but they also reveal much uncertainty about their future job as teachers. Twenty‐five percent of the students do not know if they are going to enter the teaching profession. They take a PGCE course primarily because they want more options in the job market. The general view among the students is that they need the PGCE course to be confident in the teaching role and they think it will be a demanding course. The main motivation to become teachers is that the students want to continue working with their academic subject, which they in turn want to teach to others. 相似文献
18.
《Journal of Education & Work》2012,25(2):113-117
Abstract As part of the foundation of its developmental work, the project Industrial and Commercial Perspectives in Initial Teacher Education (ICP) conducted a survey of existing industry‐education work within initial teacher education. All institutions with BEd, PGCE and concurrent courses were surveyed, using questionnaires directed towards educational studies and curriculum (methods) tutors. Respondents identified substantial benefits to students from involvement in activity of this kind. The benefits were felt to include contributions towards greater maturity of out look and an enhanced ability to relate to other adults, including parents of pupils. It was also considered that students gained a wider knowledge of the outside world and broader perspectives on the aims and processes of education. A further view was that students were able to give their teaching greater reality and impact through the use of materials and examples and through the involvement of people from industry and commerce. 相似文献
19.
Jane Coles Maggie Pitfield 《Changing English: An International Journal of English Teaching》2006,13(3):283-292
This article compares student and trainee teachers' experiences of three different routes into secondary English teaching: the standard one‐year PGCE; the newer ‘flexible’ PGCE; and the employment‐based Graduate Teacher Programme. As part of a two‐year study involving over 80 beginning teachers the authors invite students and trainees to reflect on the perceived advantages and disadvantages of their chosen route. This article focuses on a small number of interviews with individuals from the sample as they near completion of their training. It sets the findings of the study in the wider political context of New Labour's agenda for school reform and the future development of Initial Teacher Education. 相似文献
20.
John Butcher 《Curriculum Journal》2013,24(2):233-252
This article investigates the experiences and training needs of student teachers as they learn to teach post-16 English on a secondary Post Graduate Certificate in Education. A case-study was conducted on a sample of Open University PGCE English students and mentors over a six-month period. Five research instruments were developed and used iteratively to generate qualitative data. The study reveals significant problems, resulting in students feeling underprepared at the end of their 11–18 PGCE for the demands of post-16 English teaching. The results illuminate the need for more effective models of learning to teach post-16 English. 相似文献