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1.
This paper reports findings from an evaluation of a national continuing professional development (CPD) programme for teachers in England. Data showed that the localised implementation, opportunities for interactive learning, and ‘collective participation’ were positive factors. Research participants reported difficulties, however, in ‘cascading’ knowledge to colleagues and in sustaining and developing their learning. It is argued that these limitations were rooted in an inconsistent theory of learning that underpinned the programme and a failure to conceptualise teachers as ‘lead learners’ in schools. Wider implications for the design of teachers’ professional development are considered. 相似文献
2.
Linda-Dianne Willis Sadia Shaukat Samantha Low-Choy 《British Educational Research Journal》2022,48(2):228-252
In this article we explore the use of teacher professional standards in an initial teacher education programme and preservice teacher perceptions of their preparedness for teaching using a survey of 54 first- and second-year preservice teachers in a graduate-entry programme. The survey asked the preservice teachers to respond to 16 questions based on professional standards as well as their knowledge of student learning, professional identity and teaching as a career path. The preservice teachers’ responses were analysed using a mixed methods approach that relied on quantitative methods, but was supplemented by qualitative analysis of short-answer responses. Our analyses hypothesised about possible links between the preservice teachers’ responses and the extent to which they perceived they were classroom and career ready. The themes of teachers, teaching and student learning are used to present and discuss the results, while the notion of agency as achievement is used to deepen possible understanding about their meaning and implications. We conclude that the preservice teachers appeared to benefit from learning about professional standards throughout their programme but appeared to lack confidence in: engaging professionally with others such as parents/carers; setting objectives for all students with different backgrounds; and implementing lesson sequences that engage students and promote learning. Most doubted teaching as their future career. Finally, we discuss implications for: adopting standards-integrated initial teacher education programme approaches; preservice and early-career teacher professional learning needs; and future research opportunities, which include using innovative methodologies and conceptual frameworks. 相似文献
3.
This paper illustrates the experiences of novice teachers through self-reflection by a teacher trainer. It shows how novice teachers recognize deficiencies in their professional capacity, the coping strategies they adopt and implications for teacher training. As teacher trainers we should know why novice teachers say ‘I wish they had taught me about…’ or ‘how lucky I am to have been taught this.’ The paper accounts for the initial experiences of novice teachers in their first school and clarifies how they address their own self-improvement. It shows how novice teachers engage in meaning making as they connect theory and practice in the classroom. It also illustrates how within one component of a teacher training programme a veteran teacher-trainer learnt from novices whose experiences enabled practical theories to be recognised. The evidence highlights potential areas of criticality in teacher education programmes in the real-world of teaching. 相似文献
4.
Dag Roness 《Teaching and Teacher Education》2011,27(3):628-638
This article presents the results from the third study in a longitudinal research project examining newly qualified teachers’ (NQTs) motivation for teaching and how they retrospectively value their teacher education. The findings indicate that teachers enjoy the profession one-and-a-half years after graduation. They are motivated both by working with their subject matter and by teaching. Retrospectively, NQTs criticize parts of the post-graduate certificate in education (PGCE) course. Although the teachers seem content in their profession, this study reveals a high rate of attrition, with 40 percent having left the profession, and a prevalent ambivalence about their professional future. 相似文献
5.
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
6.
Martin Oliver Katerina Avramides Wilma Clark Jade Hunter Rose Luckin Cecilie Hansen 《Teacher Development》2018,22(4):587-606
Sharing teachers’ professional knowledge remains challenging. Teachers’ development often remains ad hoc or local, and attempts to scale this up have proved problematic. To address this, research in areas such as ‘learning design’ has explored the use of formal representations of practice. This proposes that educational practice can be improved by documenting, sharing and building on what teachers already do. Whilst this has led to some successes, it has not resulted in the widespread transformation of practice. This paper reviews the literature about sharing teacher knowledge. The challenges of scaling up development are then considered in relation to two theories that help explain the challenges: Communities of Practice and Sociomateriality. This analysis is illustrated through case studies in Norway and the UK. These show that teachers already create and share artefacts that represent their pedagogic knowledge. However, they found formal representations, such as learning designs, difficult to work with. The paper concludes that scaling up teacher development using abstract formalisms is unlikely to succeed. Instead, teachers value stories and the materials they already create in their day-to-day practice. It is this intermediate level of representation, between direct experience and formal abstraction, that offers the most promise for sharing practice. 相似文献
7.
The data discussed in this paper derive from post‐lesson and end‐of‐year interviews with 17 teachers in their second year of teaching. They form part of a longitudinal study which first tracked these teachers through their initial postgraduate teacher education programme and induction year. In the light of earlier analysis, which had highlighted both the enduring importance of individuals’ dispositions towards their own learning and the profound sense of professional isolation that some teachers experience once the support of their induction year is withdrawn, this paper focuses specifically on the interplay between teachers’ orientations towards their own professional learning and the nature of the learning environments in which they are working. The complex interrelationships between these two dimensions are illuminated by six case studies, which offer strong support to those who have challenged exclusive conceptualisations of ‘learning’ as either ‘construction’ or ‘participation’. The findings have important implications for all those responsible for the professional education of beginning and early career teachers, especially as they respond to the government launch in England of a new ‘national framework’ intended (eventually) to offer opportunities for Masters level professional learning to all newly qualified teachers. 相似文献
8.
Dirk Richter Mareike KunterUta Klusmann Oliver LüdtkeJürgen Baumert 《Teaching and Teacher Education》2011,27(1):116-126
This study examined teachers’ uptake of formal and informal learning opportunities across the career cycle. Analyses were based on data from 1939 German secondary teachers in 198 schools. Results showed that formal learning opportunities (in-service training) were used most frequently by mid-career teachers, whereas informal learning opportunities showed distinct patterns across the teaching career. Specifically, use of professional literature increased with teacher age, but teacher collaboration decreased. Teachers’ work engagement and professional responsibilities were hypothesised to predict changes over the career. However, although these variables partly predicted uptake of learning opportunities, they did not fully explain the age-related differences observed. 相似文献
9.
《Africa Education Review》2013,10(3):504-528
Abstract The purpose of the Postgraduate Certificate in Education (PGCE) is to accredit a generalist educator's qualification that caps an undergraduate qualification. As an access requirement, student teachers are required to have appropriate prior learning which leads to general foundational and reflexive competencies. The PGCE qualification focuses mainly on developing practical competencies reflexively grounded in educational theory. Hence, the objective of this study was to investigate the perceptions of student teachers with those of their school mentors about the PGCE as a qualification to develop the students’ work-integrated learning (WIL) skills. The quantitative research method was used in this study. The target population comprised of student teachers who qualified with the PGCE at the Nelson Mandela Metropolitan University (NMMU) and their school-based mentors in the Nelson Mandela Metropole (NMM). Data was obtained by means of two structured questionnaires: one for the student teachers and the other for the mentors. The research design compared the perceptions of student teachers and their mentors regarding the classroom practice and performance of these students. The findings of this study based on these perceptions support the hypothesis that the PGCE at the NMMU contributes to the development of the WIL skills of student teachers in the NMM. 相似文献
10.
Many pre-service teachers enter teacher education with problematic or unexamined assumptions about learners and teaching. This article reports on an authentic learning opportunity offered to 22 pre-service teachers in their first year at university, which attempts to disrupt these perceptions about learning and pedagogy. Using a new application of Butin's conceptual framework we show that during the project these participants developed more complex notions of learners and ways of making meaning. We argue that these ‘real-world’ experiences, when offered before pre-service teachers begin practicum in schools, provide more ‘resources’ to problematise the practices and institutional discourses encountered in schools. 相似文献
11.
Gunnar Engvik 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):453-472
Background and purpose:?The interest in raising the competence of teachers through networks and network activities is increasing. This article is based on the voices of four newly qualified teachers who give us the opportunity to listen to experiences in authentic surroundings. The purpose of this article is to gain better insight into the type of networks newly qualified teachers maintain, develop and create to develop as teachers. The research question is: What is the importance of networks for the professional development of newly qualified teachers in upper secondary education?Main argument:?The main finding of the article, based on in-depth interviews with four newly qualified teachers, is that being acknowledged by colleagues is decisive for professional development. Furthermore, the school’s programme of meetings to some extent contributes to developing the respect and trust of the newly qualified teachers, who also need to find time and opportunities for reflection in personal networks outside school. The relational and emotional aspects of the teaching profession produce a need for guidance processes where the ethical dilemmas of the profession can be raised. When these dilemmas arise, the newly qualified teachers actively look outside school to grasp opportunities for professional development. The teachers appear to be very active in their own professional development, and they have ambitions to develop as teachers for the benefit of the pupils and the school.Conclusions:?Systematic guidance is highlighted as fundamental for these teachers’ learning. 相似文献
12.
Pre-service teachers are taught that the funds of knowledge their students bring to school provide intellectual resources to be engaged through productive pedagogies. Teacher education may assist and/or hinder World English Speaking (WES) pre-service teachers in gaining access to the teaching profession by doing likewise. The interpretative case study presented in this paper involves exploring possibilities for teacher education programs to make transnational knowledge connections through WES pre-service teachers. Evidence from interviews with WES pre-service teachers and their Anglophone teacher educators are analysed to elaborate issues confronting teacher education programs involving World English Speakers. The findings indicate that teamwork which is constructed to privilege the knowledge of Anglophone pre-service teachers over their WES peers is questionable. Further, WES pre-service teachers are not only structurally disadvantaged by teamwork practices that privilege local knowledge, they are also challenged by teacher educators’ assessment procedures. The pressures created on teacher educators’ workloads, may lead to ‘lean and mean’ assessment procedures which serve to contain excessive demands on their labour, but do not necessarily resolve the dilemma of how to use assessment practices that minimise WES pre-service teachers’ learning. 相似文献
13.
Two cohorts of newly qualified primary teachers (NQTs) beginning their careers in one LEA in England responded to two questionnaires which were designed to elicit their views about their preparation to meet the demands of their first post, their concerns about doing so and, 20 weeks into post, the nature of the demands they had experienced. The structure of the research sample allowed detailed comparative analyses to be made of the perceptions held by B.Ed. and PGCE trained teachers of their training routes and early experiences. Aspects of the training are identified which fall within the competency demands of Circular 14/93 on which NQTs feel underprepared. These represent areas where career entry support is required. Overall, students following the B.Ed. programme felt that they were better prepared than their PGCE counterparts. They also reported experiencing lower levels of stress. 相似文献
14.
Roby Marlina 《International Journal of Educational Research》2009,48(4):235-244
Active participation in university tutorials seems to be commonly argued as one of the learning difficulties of non-English-speaking background (NESB) Asian students enrolled in Western English-speaking universities. These students are often portrayed as being passive in class and this is commonly attributed to their background culture. Using Australia as a setting, this paper challenges these misconceptions through the lens of the contextual approach or ‘small culture’ approach. It is argued that NESB international Asian students’ participation in Australian university tutorials is influenced by the classroom context in which they learn rather than by their cultures. This paper also provides a framework for teachers, who are the most important and powerful member in the ‘context’, to critically reflect on their pedagogical practices. 相似文献
15.
Karen D. Könings Saskia Brand-GruwelJeroen J.G. van Merriënboer 《Teaching and Teacher Education》2007
Educational designers often develop a ‘powerful learning environment’ that is subsequently implemented by teachers. Due to a lack of cooperation with teachers they may receive limited feedback on the quality of their design and the way it is implemented. This study focuses on teachers’ perceptions of a Dutch innovative learning environment called the “Second Phase”, as well as their desires and their dis/satisfaction with this environment. The results show that teachers are reserved about student autonomy and productive learning. Perceptions and desires are related to their individual approaches to teaching. The findings provide useful feedback for designers and a starting point to intensify their cooperation with teachers. 相似文献
16.
Abstract This article highlights seven issues the authors encountered when they took on a very difficult task, namely of seeking, through ‘low tech’ print-based distance learning materials, to promote the professional development of experienced but untrained teachers in Namibia. The authors attempt to do this through the advocacy of an action research approach. There has been no tradition of action research in Namibia, indeed those within the country who promote this approach (the Minister of Higher Education) prefer the term Practice-based Inquiry. Moreover, the support systems that can normally be called into service in a developed country to support teachers in a distance learning initiative of this nature are virtually absent ‘on the ground’ in Namibia. The central question is can untrained teachers, themselves with a rudimentary formal education, be encouraged through a distance learning mode, to develop professionally by critically reflecting system strongly advocates ‘social reconstruction’? 相似文献
17.
Higher professional education aims to prepare students for entering practice with an adequate theoretical body of knowledge. In constructivist programmes, authentic learning contexts and self-directed learning are assumed to support knowledge learning and the transition from education to practice. Through an in-depth exploration, this case study aimed at defining and assessing the qualities of social work students?? theoretical knowledge at initial qualification. Participants were final-year bachelor??s students (n?=?18) in a constructivist professional programme of social work. Students?? knowledge concerning a real-life practical case was elicited through an interview and a form of concept mapping. A six-step procedure was used for a qualitative appraisal of students?? knowledge with the assistance of seven expert teachers. During this procedure an instrument for analysing knowledge qualities was developed, comprising 13 aspects representing four features of expert knowledge: extent, depth, structure, and critical control. Results showed that 13 students received high appraisals for their knowledge extent and depth. Only 4 students received high appraisals for knowledge structure and critical control. 5 Students who received overall lower appraisals seemed inhibited to show their knowledge qualities by preoccupations with self-concerns about their own professional role. Conclusion is that the majority of students needs more learning support for knowledge structure and critical control than offered by their constructivist programme. Further research is needed into the personal factors that influence students?? theoretical knowledge learning and which knowledge qualities can be reached by young adults in a 4?year educational programme. 相似文献
18.
Helen Hendry 《Literacy》2020,54(1):58-69
Education policy in England requires student teachers to demonstrate effective teaching of early reading, including systematic synthetic phonics, in order to qualify to teach. Although there is a range of literature about initial teacher education, little is documented about how pre‐service or ‘student' teachers develop specific knowledge and practices for teaching early reading and how they apply these in their first term as newly qualified teachers (NQTs). This research used a primarily qualitative longitudinal, collective case study design involving seven lower primary (3–7 years) postgraduate certificate in education (PGCE) students enrolled at one university in the East Midlands of England. Semi‐structured interviews, classroom observations and documentary analysis with the students and their teacher mentors were used to gather data from entry onto the course to the participants' first term as qualified teachers. A thematic analysis was applied in conjunction with deductive observation codes developed from a previous study. Findings indicate a broad continuum of progression in student and newly qualified teacher knowledge and practice for teaching early reading which could be used to inform university organisation, mentoring and school participation. They highlight the influence of school cultures on the experiences of student and pre‐service teachers. 相似文献
19.
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
20.
While there is abundant research reporting the impact of Lesson Study as a professional development framework for qualified teachers, its potential within initial teacher education remains relatively unexplored. We present a particular model of formal Lesson Study which has been experienced annually for a decade by Irish pre-service primary teachers. This study examines the perceived effects on learning of this Lesson Study model on a large sample of pre-service primary teachers (N?=?225) who worked in 45 different lesson study groups over a 10 year period (2008–2017). Data analysis reveals that participants’ perceptions of learning fell within two distinct themes namely ‘An awakening regarding teacher content knowledge’ and ‘Cornerstones of learner-centred practice’, each of which consisted of rich inter-connected sub-themes. As a result of engaging in Lesson Study, participants report an increased awareness of the importance of deep content knowledge in addition to adopting a learner-centred approach to their practice. Participants also believed that Lesson Study enhanced their professional knowledge and skills in the curricular area of focus (mathematics, in this case). While this study focuses on self-report data, these opinions are fundamental given research which proposes that interventions will fail if participants judge them to be ineffective. 相似文献