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1.
This article presents and discusses the findings of a study which focused on student teachers’ evaluation of their practice teaching in the context of a university–school partnership model integrated for the first time into the academic programme of a university teacher education department in Israel. A questionnaire was developed to examine the contribution of the major curricular components of the partnership for student teachers’ experience of learning to teach, as evaluated by the student teachers themselves. The questionnaire was delivered to 119 student teachers placed in 9 selected school–university partnerships. The findings of the study underscore the added value of supporting different kinds of mentoring frameworks within university–school partnerships. The international significance of the study is discussed with a focus on implications for emergent tensions, dilemmas and connections between local and global forms of university–school partnerships.  相似文献   

2.
In many countries around the world there is a current focus on the restructuring of education systems in a bid to increase the quality of the educational experience for pupils in order to raise their academic achievement. However, the defiition of quality as expressed through policy may not always accord with the aims and aspirations of individual teachers or, perhaps more importantly, match the constructions given to the concept of quality by pupils. The rhetoric and intent expressed in policy texts may even have the potential to restrict the quality of what teachers do and what pupils experience. This paper draws on the findings of the ENCOMPASS project to illustrate the concepts of quality as expressed by the pupils themselves. It looks at what pupils in England, France and Denmark had to tell us about motivation, engagement and the conditions necessary for effective teaching and learning. It proposes some reflections on questions such as: What do young people see as the purpose of schooling? What motivates young people to learn? What do young people expect from their teachers in order to enhance their learning?  相似文献   

3.
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   

4.
Much research has already been done on the aspirations of young people in lower (vocational) education. As a result, we have learnt more about why students may have high or low aspirations, and to what end their aspirations may lead them. However, there are still some crucial elements missing from the existing academic framework around pupils’ aspirations, which deals with the realisation of pupils’ ambitions. Through the study of ethnographic cases of native Dutch white girls in a lower vocational school, voicing their aspirations, two new concepts will be introduced: reasons and resources. With these two additions, it is hoped that this article will contribute to the existing academic literature on pupils’ ambitions, and it also endeavours to provide useful input for school staff to help them deal with the complexity of the formation and realisation of pupils’ aspirations in vocational schools.  相似文献   

5.
Over a decade ago the UK government launched its gifted and talented education policy in England, yet there has been very little published research which considers how schools and teachers are interpreting and implementing the policy. By seeking the views of the gifted and talented co‐ordinators (For ease of reference, the term gifted and talented (G&T) co‐ordinator is used throughout the paper as a generic shorthand for the research participants who were either designated school gifted and talented co‐ordinators or teachers or head teachers with responsibility for policy implementation) with responsibility for addressing the requirements of the policy, the study reported in this paper explored how primary schools in England responded to the policy. Drawing on data gathered using questionnaires with a national sample of primary schools as well as follow‐up in‐depth interviews with a sample of G&T co‐ordinators, the authors report their findings. The study found that there was considerable unease about the concept of identifying and ‘labelling’ a group of pupils as ‘gifted and talented’. G&T co‐ordinators found it difficult to interpret the policy requirements and were responding pragmatically to what they considered to be required by the government. Curriculum provision for the selected group of gifted and talented pupils was patchy. The paper concludes by identifying a need for further professional development for teachers and by challenging the policy's over‐emphasis on identifying and labelling gifted and talented pupils. We posit whether the gifted and talented education policy would have been better introduced and enjoyed greater success by leaving the identification of pupils to one side and by placing greater emphasis on developing effective learning and teaching strategies instead.  相似文献   

6.
This article reports on an investigation into school teachers’ perceptions of disruptive behaviour from a psychological perspective. The inter-disciplinary nature of this research bridges the understanding between educational and psychological perspectives on disruptive behaviour. This article discusses evidence that for the most troubled pupils, effective behaviour management at school necessitates a more nurturing and collaborative approach alongside current disciplinary policy. Two studies are reported which examine teachers’ perceptions of disruptive behaviour at school. Discussion focuses on findings of a postal questionnaire sent to 426 primary and secondary schools across England, regarding teachers’ perceptions on the extent to which pupils can control their disruptive behaviour. A further 122 primary schools were sent the questionnaire via SurveyMonkey. The findings illustrate that there is variation in how teachers in primary and secondary schools regard their pupils’ behaviour. Implications of the findings are discussed with reference to attachment theory.  相似文献   

7.
Science enrichment programmes housed outside traditional school settings offer unique opportunities to access and use authentic scientific tools and practices, especially for urban students whose school science experiences often lack resources. Yet opportunities to access these tools and practices are realized only when science teachers value them sufficiently to take advantage of them. This study examines how eight urban secondary science teachers evaluated a specific out‐of‐school science enrichment programme—a one‐year partnership with a local university science outreach centre, which culminated in a half‐day laboratory experience for their students. Teachers’ perceptions were captured through interviews and surveys. Findings indicate that these teachers came to identify and value many of the potential benefits for out‐of‐school enrichment programmes reported in the literature as well as some additional ones. The teachers’ also showed a shift over time with respect to their perceptions of the value of the out‐of‐school experience, moving from an initial focus on increasing test scores toward a greater appreciation for its impact on students’ motivation and identity development. The study offers insight into secondary science students’ and teachers’ identity needs, and what universities can offer to address them.  相似文献   

8.
In this article, I explore men’s educational experiences and aspirations in the context of UK policy discourses of widening participation and migration. Critiquing discourses that oversimplify gendered access to higher education, I develop an analysis of the impact of masculine subjectivities on processes of subjective construction in relation to be(com)ing a university student. Neoliberalism and self‐regulation emerge as significant themes by which the men make sense of their educational experiences and aspirations. Widening participation policy discursively constructs the subject as ‘disadvantaged’, ‘with potential’ and responsible for self‐improvement through participation in (alternative forms of) higher education (HE). The concept of diaspora illuminates the complex ways the men reconstruct their traumatic experiences in terms of hope and possibility, across different cultural spaces and expectations. A key question is how do the men construct and make sense of their masculine subjectivities in relation to diasporic experiences and aspirations to become HE students?  相似文献   

9.
We present a sustainable and innovative model for pre-service teacher paired professional placements called the Teaching School model. The Teaching School model was piloted initially in partnership with a Metropolitan University and a P-12 College located in Melbourne’s northern suburbs in 2013. It was expanded in 2014 to capitalise on an existing university school partnership at a regional campus of the university. We present evidence of success through the voices of pre-service teachers, mentor teachers and school principals to demonstrate the success of professional experience model. The findings clearly show the benefit of this model of professional experience for producing work-ready graduates and for creating authentic learning and teaching environments that, according to the school principals and mentor teachers, contribute to school improvement. Our research demonstrates that this Teaching School model builds relationships and creates a community of learning and teaching educators; however, its adoption is not without challenges and limitations.  相似文献   

10.
Waheed Hammad 《Compare》2016,46(2):293-313
This article reports on findings from a qualitative research study on overseas teachers’ continuing professional development (CPD). It seeks to explore the perceptions of a cohort of Egyptian teachers about their overseas training experience upon completion of a nine-month training programme in the UK. Data were mainly gathered through four focus-group interviews with a sample of 35 Egyptian teachers during the last week of their stay in England. Findings indicate that the CPD programme did not match teachers’ expectations. In particular, the teachers raised concerns about course content, lack of integration into university life and lack of opportunities for social interaction with other students leading to inadequate language development. The paper explores the clash of aspirations and locates them within a wider discourse of cultural dissonance.  相似文献   

11.
Young people’s aspirations remain an enduring focus of education policy interest and concern. Drawing on data from an ongoing five-year study of young people’s science and career aspirations (age 10–14), this paper asks what do young people aspire to at age 12/13, and what influences these aspirations? It outlines the main aspirations and sources of these aspirations as expressed by young people in England in the last year of primary school (survey of 9000+ Y6 pupils, aged 10/11, interviews with 92 children and 76 parents) and the second year of secondary school (survey of 5600+ Y8 pupils, aged 12/13, interviews with 85 pupils). We demonstrate how aspirations are shaped by structural forces (e.g. social class, gender and ethnicity) and how different spheres of influence (home/family, school, hobbies/leisure activities and TV) appear to shape different types of aspirations. The paper concludes by considering the implications for educational policy and careers education.  相似文献   

12.
In this study, we analyse the predictive power of home and school environment-related factors for determining pupils’ aggression. The multiple regression analyses are performed for fourth- and eighth-grade pupils based on the Trends in Mathematics and Science Study (TIMSS) 2007 (N = 8394) and TIMSS 2011 (N = 9415) databases for Slovenia. At the national level, the Lestvica agresivnosti aggression scale was administered in both TIMSS cycles. For home environment variables, we included those related to socio-economic status, pupils’ educational aspirations, parental activities with their children and pupils’ free time activities. The results show that the variables related to socio-economic status, spare time activities and parental activities are significant predictors. The results differ in both analysed data-sets. For school environment variables, we include those related to the school climate, pupils’ attitudes towards school and school subjects and pupils’ achievement in mathematics. We find that the variables related to school climate and students’ self-confidence are significant predictors. These results are stable in both years. The predictive power of the school characteristics model (including only the school environment variables) is larger (based on the proportion of explained variance) compared with the home characteristics model. The hierarchical linear model of data from 2007 to 2011 shows small differences in aggression between schools. The inclusion of two data cycles collected in two time- periods allows us to observe changes in aggression predictors over time. Practical implications are finally included.  相似文献   

13.
The introduction of the new UK tuition fees resulted in concerns about the impact on higher education (HE) uptake, and raised questions regarding students’ motivations for attending university. The current study explored first-year undergraduate psychology students’ (N = 56) reasons for attending HE through a series of focus groups. These were undertaken both before (n = 21) and after (n = 35) the rise in fees, providing a pre–post comparison of potential changes. Results from the pre-fee rise sample showed that general reasons for attending HE reflected wider, contextual factors, drawing on socio-cultural influences. However, the post-fee rise data suggested that HE uptake was largely motivated more by career opportunities associated with degree-level education. Similarly, reasons for choosing psychology-based courses was related to vocational interest, suggesting strategic decision-making processes of students embarking on HE. The findings present new evidence of the role of financial investment in HE on general and course-specific motivation. Implications of the findings are discussed, with particular reference to the development of relevant employability initiatives within HE curricula.  相似文献   

14.
This study took place within an environment of educational change in teaching and assessment in the UK, where the National Curriculum (NC) and National External Examination syllabi undertook significant revision. Science education specifically, has seen aspiration raised to allow pupils to achieve a greater depth of understanding at Key Stage 4 and hence facilitate advanced study. Central to the development of effective scientific understanding is teacher preparation. This study examined the factors that impacted on the experiences of primary teachers during their training. Questionnaires completed by a sample of one hundred and sixteen trainee teachers followed by semi-structured interviews of sixteen trainees were used as a means of interpreting Post-Graduate Certification in Education (PGCE) trainee teachers’ experiences during taught university sessions and school based training. The findings showed that the majority of the trainees rated their training highly, and perceived themselves to be confident primary science pedagogues. They felt, however that the very limited opportunities to observe and teach science during their training negatively influenced their overall development.  相似文献   

15.
An extensive body of research has indicated the benefits of collaborative, contextualised and enquiry-based learning for teachers’ professional development and school improvement. Yet professional learning is also known to be constrained by a number of factors, including the organisational limitations of schools, conflicting cultural practices and wider political demands. Schools–university partnerships have been developed to overcome some of these difficulties by transcending particular school contexts and offering alternative theoretical and practical perspectives. The complex combination of motivations, backgrounds and working contexts in such partnership work calls for attention to the individual and collective learning experiences of those involved, including the ways in which school and university contexts are, or could be, effectively bridged. This paper focuses on understanding the learning experienced by a cohort of teachers and school leaders involved in a two-year schools–university partnership Master of Education (M.Ed.) course in England. A mixed group of 15 experienced primary and secondary teachers and school leaders reflected on their learning at five points of time during and shortly after completing their M.Ed. course. Qualitative analysis of the group’s interview responses and reflective writing led to the identification of six related aspects of personal and professional learning experience: being a learner; learning as part of professional practice; widening repertoire; changing as a learner; personal growth; and critically adaptive practice. The identification and visual representation of these aspects of experience emerging within the group offers useful insight into teachers’ perspectives on learning in school and university contexts and their experiences of progression over time. We conclude that more explicit and central attention to the professional and personal learning elements of schools–university partnerships can help to resolve some of the binary ‘theory–practice’ tensions that have been extensively discussed in relation to partnership programmes and teacher professional development. There is a need to acknowledge variation in teachers’ learning experiences within schools–university partnerships, bearing in mind the ongoing nature of this reflective process with each new group of school and university colleagues. Analysis of participants’ learning experiences in school and university contexts also draws attention to the wider structures, values and cultures that influence, and are influenced by, schools–university partnership work.  相似文献   

16.
ABSTRACT

This study was carried out within the framework of a long-term action-research project in schools in Barcelona, Spain, in which a large concentration of pupils come from diverse ethnic backgrounds and are at risk of social exclusion. Specifically, the introduction of the Fifth Dimension (5D) model into these schools is analysed here. 5D is an action-research programme partnership between universities and schools that has been developed by an international network of researchers and is based on a collaborative learning model, supported by information and communication technologies and by the university students themselves. This study focuses on the changes produced in school practices and in the role of teachers. Over a 4-year period, qualitative data were elicited from four primary school using linguistic methods, field notes, interviews and focus group with educators involved in the process. Cultural Historical Activity Theory was used as a framework for analysis of the coded data. The findings highlight the key elements for the change: consistency in the mediating devices (proposed tools and activities), reorientation of classroom interactions into forms of collaboration, the changing roles of the teachers to include design, observation and help, and the development of inter-institutional partnerships based on permanent negotiation.  相似文献   

17.
The need to ‘raise aspirations’ among young people from socio-economically disadvantaged backgrounds has been prominent in UK policy debates over the last decade. This paper examines how this discourse is negotiated and contested by teachers and pupils in a Scottish secondary school. Interviews, group discussions and observations were analysed by drawing on Foucauldian discourse analysis. The analysis exposes contradictions and silences inherent in dominant discourses of aspiration, most notably the tension between the promise and the impossibility of ‘success’ for all. It is argued that attempts to reconcile this tension by calling on young people to maximise individual ‘potential’ through attitude change silence the social construction of ‘success’ and ‘failure’. The paper concludes with suggesting ways in which schools could embrace the contradictions underpinning dominant ‘raising aspiration’ discourses and adopt a more critical-sociological approach in working with young people.  相似文献   

18.
This study, drawing on the voice of beginning teachers, seeks to illuminate their experiences of building professional relationships as they become part of the teaching profession. A networking perspective was taken to expose and explore the use of others during the first three years of a teacher’s workplace experience. Three case studies, set within a wider sample of 11 secondary school science teachers leaving one UK university’s PostGraduate Certificate in Education, were studied. The project set out to determine the nature of the networks used by teachers in terms of both how they were being used for their own professional development and perceptions of how they were being used by others in school. Affordances and barriers to networking were explored using notions of identity formation through social participation. The focus of the paper is on how the teachers used others to help shape their sense of belonging to this, their new workplace. The paper develops ideas from network theories to argue that membership of the communities are a subset of the professional inter‐relationships teachers utilise for their professional development. During their first year of teaching, eight teachers were interviewed, completing 13 semi‐structured interviews. This was supplemented in Year 2 by a questionnaire survey of their experiences. In the third year of the programme, 11 teachers (including the original sample of eight) were surveyed using a network mapping tool in which they represented their communications with people, groups and resources. Finally, three of the teachers (common to both samples) were then interviewed specifically about their networking practices and experiences using the generation of their network map as a stimulated recall focus. The implications of the analysis of these accounts are that these beginning teachers did not perceive of themselves wholly as novices and that their personal aspirations to increase participation in practical science, develop a career or work for pupils holistically did not always sit comfortably with the school communities into which they were being accommodated. While highlighting the importance of trust and respect in establishing relationships, these teachers’ accounts highlight the importance of finding ‘peers’ from whom they can find support and with whom they can reflect and potentially collaborate towards developing practice. They also raise questions about who these ‘peers’ might be and where they might be found.  相似文献   

19.
Curriculum for Excellence in Scotland outlines a policy vision of a more progressive, integrated and holistic form of education; a commitment which contains an obligation for health and well-being (HWB) to be a responsibility of all teachers. A critical policy analysis approach was utilized in order to review school-level progress in different stages of policy development, i.e. policy formulation, legitimation, implementation and evaluation. Evidence was collected through 15 semi-structured interviews with head teachers, teacher education academics and staff with national and local authority quality improvement remits. Questions focused on: aims and curriculum goals; school culture; learning and teaching; partnership relationships and evaluations of practice. Findings suggest a high degree of support for curriculum aims, however, there were often problems communicating policy expectations (policy formulation). Thus, despite impressive examples of innovative practice in relation to school ethos, wider achievement and pupils’ broader general education (policy legitimation), there were also examples of HWB being constrained by senior school examinations and the backwash effect this had on curriculum planning and engagement with interdisciplinary learning approaches (policy implementation/evaluation). These findings have implications in terms of policy to practice coherence as well as highlighting the need for further more specific research evaluations.  相似文献   

20.
This article reports on selected findings from a doctoral study which investigated how teachers in an 11–16 secondary school in the UK consulted pupils about teaching and learning in their classrooms. It presents the views of pupils on the consultation practices and responses of their teachers. While interest in consulting pupils has increased over the last decade, there is little published research on pupils' perspectives on being consulted apart from Rudduck and McIntyre who themselves draw upon data from the study reported here. Qualitative case-studies of four teachers were carried out over one academic year. Data were gathered through semi-structured interviews (with the teachers, with 75 Year 8 pupils and with school management) and lesson observation. Analysis was guided by a systematic inductive approach aided by NVivo. Key findings were that pupils: (i) welcomed consultation; (ii) had much to say about its benefits; (iii) valued feedback from teachers post-consultation; and (iv) had concerns clustered around issues of trust and anonymity. The article suggests there are implications for teachers, school management and policy-makers if significant benefit is to be realised from teachers consulting pupils on teaching and learning in the classroom.  相似文献   

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