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Transitions to becoming a teacher on an initial teacher education and training programme 总被引：1，自引：0，他引：1
This article is based on research with a group of one‐year Postgraduate Certificate in Education secondary trainee teachers during their initial teacher education and training in England. It considers tensions between trainees’ prior experiences and conceptions of teaching and their training programme. In doing so, it seeks to examine how a trainee’s dispositions as revealed through practice in various contexts are reflective of Bourdieu’s ‘habitus’. Associated with this, the paper also examines how particular forms of pre‐existing cultural capital and manifestations of biographical identity also pre‐dispose trainees to form affinities and disaffinities within particular fields. Lacanian concepts of the symbolic, imaginary and real are used to help explain how trainee teachers articulate resonance and dissonance during their field experiences, particularly in relation to ontological concerns of securing a professional stable sense of self. 相似文献
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Megan Loveys 《Support for Learning》2022,37(1):161-172
This article reports on a small-scale research study utilising semi-structured interviews to discover and understand trainee teachers perceptions of inclusion in the Primary School. As future educators it is vital that trainee teachers understand, critique, and develop their thinking and around the concept of inclusion to ensure they continue, and hopefully improve, the practice of inclusive teaching and learning. More research is necessary to explore the intricacies of inclusion in the Primary School as the concept is a controversial one. This article makes no claim to uncover the entire ‘story’ of inclusion; rather it offers areas for thought and consideration which will lead and contribute to the ongoing discussion and evaluation of ways of improving the learner experience from the perspective of Primary age-range trainees. 相似文献
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Wasyl Cajkler Phil Wood Julie Norton David Pedder 《Cambridge Journal of Education》2013,43(4):537-554
Lesson Study (LS) case studies were conducted in two secondary school teaching practice placements in England. Using Dudley’s framework, Geography and Modern Languages trainees and school-based colleagues collaboratively planned a ‘research lesson’. This was taught by the mentor while the trainee and other teachers observed the learning of three ‘focus’ students. The lesson was reviewed and revised for teaching to a parallel group by the trainee and the cycle of observation and evaluation was repeated. In post-lesson study interviews, analysed from a Communities of Practice perspective, mentors claimed that LS facilitated rapid integration of the prospective teacher into departmental working practices while trainees claimed they benefited from the team approach inherent in LS. The process enabled participants to explore collaboratively the ‘pedagogic black-box’ enriching the experience and learning of both trainees and mentors. Successfully integrated, LS improves support for teacher development in teaching practice placements. 相似文献
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This paper reports on a paper and pencil concept‐sorting strategy that enables trainee teachers to restructure their knowledge in any one domain of science. It is used as a self‐study tool, mainly to enable them to break down and understand the progression of concepts beyond the level at which they have to teach. The strategy involves listing key ideas in an increasingly complex and inclusive fashion such that a ‘chain’ is developed where the initial statements are simple and the final ones more complex. Evaluation of the strategy with trainees over a five‐year period revealed promising potential for the strategy as a self‐study tool, as well as an audit tool, enabling tutors to more easily identify misconceptions. There was some evidence that trainees found the strategy useful in preparing themselves to teach in the classroom, possibly by enabling meaningful learning to take place according to the Ausubel–Novak–Gowin theory. 相似文献
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Naomi Rudoe 《British Educational Research Journal》2020,46(5):1012-1025
This article addresses the issue of ‘quality’ in early years education, with the aim of highlighting the voices of nursery school head teachers. Government early years achievement statistics display a reductive and de-contextualised focus on young children’s developmental outcomes, with measures of the percentage of 5-year-olds achieving a ‘good level of development’ at the end of the Early Years Foundation Stage. Early years practitioner understandings of ‘quality’ are more sophisticated and multi-dimensional, and yet are marginalised in debates around what constitutes ‘quality’ early years provision and around what are desired outcomes for young children and how these can be achieved. Using qualitative data from interviews with nursery school head teachers and classroom teachers from across England, the article analyses these participants’ understandings of ‘quality’ early years provision. The study finds a consensus amongst these teachers that quality provision emanates from the professional skills of staff providing education for the whole child and their wellbeing: they conceive of ‘quality’ as relating to a depth of understanding of each child as an individual, enabling the child to progress in their learning. 相似文献
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This paper explores the experiences and perceptions of a little-known category of in-service trainee teachers in the Further Education (FE) and Skills sector in England: those who meet the practical teaching requirements of their course mainly through unpaid teaching as ‘volunteers’. The paper reports findings from mixed-methods research which used surveys, interviews and focus groups involving trainee teachers within a large FE–HE partnership. Themes relating to motivations to volunteer, the development of teacher identity within marginal roles, and the risks associated with unpaid teaching are discussed. For increasing numbers of trainees, unpaid teaching provides an opportunity for career entry. However, the quality of teaching experience gained is mixed, with some trainees receiving high levels of support, whilst others experience marginalisation and limitations on their developing teacher identities. The paper highlights the specific challenges to professionalism posed by unpaid teaching within the FE and Skills sector, and relates these challenges to a broader context of insecurity and risk. As work experience becomes an increasingly valuable commodity, this paper illustrates the pressures individuals face as they exchange payment and security for the opportunities volunteering provides. 相似文献
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Una Hanley 《British Educational Research Journal》2007,33(2):253-271
This article seeks to contrast two constructions of teachers and teaching in England. The first construction is to be found in government documentation, which privileges a technical‐rational approach. The second is to be found in film and advertising for the profession, where the teacher is represented as an altruistic and charismatic subject. In their contrasting ways, both these constructions can be regarded as fantasies for teaching held by the government and wider society, which the teacher has to deal with. The article examines both constructions and the tensions that have been created by their presence in Teacher Training Agency ‘texts’, by drawing on data from trainee interviews as well as examples from the media which give rise to these disparate fantasies. Employing psychoanalytic theory, the article seeks to examine the ways in which teachers and trainees are faced with the paradox of fulfilling both seemingly contrasting fantasies while in the meantime the Government works to annex personally felt fantasies into its codes. It is suggested that trainees need to be educated into these tensions and that practitioners overall need to maintain their fantasies for teaching as well as accommodating these codes. 相似文献
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This article reports on the findings of a study looking at the role of the school‐based mentor in developing the competence of trainee teachers in relation to the use of information and communications technology (ICT) in the classroom. One key factor in determining the contribution of the mentor appears to be the level of confidence in his/her ability to use ICT, both personally and in the classroom, which in turn has an effect on both the nature and range of the support given to the trainee teacher. Questionnaire and interview data indicated that many mentors feel that their ICT expertise is often not as great as that of the trainee (and therefore feel less confident and/or willing to offer guidance in this area) and that they are unable to offer support to trainees in relation to contexts that involve the use of ICT in the classroom. The authors would suggest that traditional approaches to mentoring might need to be reviewed in the light of this and they would argue that there could be benefits from adopting more innovative ways of working whereby the trainee’s ICT knowledge and skills might be used to full effect when combined with the mentor’s understanding of classroom teaching and learning. Such a model has implications for the providers of initial teacher training and these are discussed. 相似文献
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Vanessa Kind 《International Journal of Science Education》2013,35(11):1529-1562
Teachers’ subject matter knowledge (SMK) is one factor contributing to teaching ‘successfully’, as this provides a basis from which pedagogical content knowledge develops. UK‐based trainee science teachers teach all sciences to age 14 and often up to age 16. Trainees have specialist science knowledge in chemistry, physics, or biology from their degrees. Other sciences may not have been studied since school. Thus, trainee science teachers often teach ‘outside specialism’. The extent to which teaching within and outside specialism influences successful teaching, ensuring learning objectives are achieved, was investigated. The sources seventy‐one trainees use for preparing within and outside specialism science lessons for 11–14‐year‐olds and 14–16‐year‐olds and effects on teacher self‐confidence of working in these two domains were probed by questionnaire and interview. All trainees responded to open and closed questions, and Likert‐scale statements exploring preferences for teaching, self‐confidence, handling subject‐related questions within and outside specialism, and attitudes towards learning new SMK. A subgroup of 12 trainees participated in individual semi‐structured interviews. The results are counter‐intuitive: trainees teach more successful lessons outside their specialism, particularly in the early stages. This relates to using a richer range of SMK sources, including, crucially, advice from experienced colleagues. Within specialism, trainees report an inability to select appropriate knowledge and/or strategies and a sense of conflict in teaching inaccurate information. Some ‘anxious’ trainees rely heavily on extant materials for outside specialism teaching. ‘Super‐confident’ trainees able to teach any science focus on selection of appropriate instructional strategies and realise early on the need to transform SMK. 相似文献
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This article examines the work-based placements of trainee architects in the United Kingdom to examine how trainees become architects. The trainee architects in this study experienced varying levels of participation and responsibility during their yearlong placements. Despite this diversity, developing the trainees on placement was found to be integral to the professional role of the architect. The university-based element of architecture training focused almost exclusively on abstract design while their placements involved practical problem-solving. However, the apparent tension between these elements encouraged the trainees to integrate architectural theory and practice while on placement so they developed both aesthetically and technically. Moreover, the trainees’ presence in the studios helped to nurture fresh design and so helped to feed the central design core of architectural practice. Nevertheless, the trainees’ experience of working in an architectural studio on placement often confounded their expectations of architects’ practice. Yet, becoming an architect retained its personal significance. Issues remain, though, around the unequal access to opportunities on placement and how this inequality might affect trainee architects’ learning. 相似文献
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Teresa Strong‐Wilson 《Teachers and Teaching》2013,19(5-6):447-463
As new technologies promise to be an enduring feature of the landscape of teachers’ work, we consider how teachers implicitly bring stories forward into their classroom explorations with new media as a part of their ‘informal learning’. By ‘stories’ is meant specific classroom texts as well as preferred teacher practices with those texts. The article represents a reflection on the methodological role that ‘elicitation’ can play in drawing out teacher thinking during a time of professional change, thinking that would otherwise likely remain embedded, particularly when teachers’ attention is focused forward on innovation in practice. The methodological use of ‘elicitation’ emerged in the first year of an ongoing teacher action research study, in which seven teachers have been involved in a professional development initiative that actively engages teachers in examining changing literacy formations, beginning with the teachers’ own literacy formations. The methodological practice of elicitation borrows from phenomenology, ethnomethodology, narrative research, reader response theories, curriculum theory and psychoanalysis, and emerged as a way to acknowledge the life histories that teachers were bringing to their professional development with new media. We suggest that elicitation can potentially draw out deep and sustaining sources of a teacher’s commitment, as well as resistance, to change. It can help disclose the tensions between commitment and resistance that even teachers who voluntarily undertake to incorporate new technologies into their practice may experience. Within a teacher action research framework, elicitation can also serve to remind teachers (and others) of the value of what they know and are learning, thus contributing to teachers developing a ‘scholarship of practice’ in response to any actual or perceived ‘intensification’ of their work. 相似文献
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Annette Braun 《牛津教育评论》2013,39(2):231-246
Drawing on a qualitative study of 32 UK student teachers, this paper asks what constitutes the vocational culture of teaching by exploring contradictory discourses of care and authority as they are presented to, and interpreted by, trainee teachers along their journey to becoming newly qualified teachers. Introducing the concept of ‘vocational habitus’ in relation to teaching, ‘ideal teacher narratives’ recounted by respondents are examined and mismatches between the expectations of individuals, institutions and wider policy contexts are explored. The later part of the article focuses specifically on three trainee teachers who struggled more than other research participants with their new roles as teachers. Their experiences suggest that simultaneous and gendered notions of caring and commanding respect can present considerable obstacles for the acquisition of a ‘successful’ vocational habitus. In light of proposed changes to teacher training in England, this paper argues that for government teacher education policies to be successful, they need to demonstrate an awareness and consideration of these contradictory notions. 相似文献
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This paper reports on qualitative findings from the larger Safe Schools Longitudinal Study and explores what trainee teachers understand by the term ‘bullying’, its prevalence, and the barriers to responding to it. Twenty-four teacher trainees at an Initial Teacher Education programme in Scotland took part in two waves of qualitative interviews three years apart. Findings show trainee teachers use the term ‘bullying’ to cover a range of behaviours - with uncertainty around whether verbal insults are bullying. Key factors that impact teacher responses are discussed - with the attitude of the head teacher being pivotal to school climate. 相似文献
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Exploring,Developing, Facilitating Individual Practice,While Learning to Become a Teacher of Art,Craft and Design 
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下载免费PDF全文 Carla Mindel 《The International Journal of Art & Design Education》2018,37(2):177-186
The artist teacher project set out to facilitate trainee teachers’ creative practice and inform their critical pedagogy in the classroom. The approach outlined in this article encouraged them to consider predictable and formulaic practice, and to question, reflect upon and challenge orthodoxies in their teaching of art, craft and design. They critically appraised their practice within a community of reflective practitioners in critical presentations, and in their reflective writing, and discussed and debated the contradictory positions between what they explored in their individual practices as artists and that experienced in the classroom. This project highlighted how fundamental the critical presentations were because the peer‐review, feedback and support, facilitated dialogue in a creative, dynamic space and community of practice. These ‘crits’ also became a forum for airing frustrations and trying to come to terms with the re‐emergence of their artist identities while at the same time, having to suppress many of their convictions and ideals in order to conform to what they found on school placement. 相似文献
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ABSTRACT This project incorporated live broadcasts of teaching from small, multi‐graded, rural schools into university lecture halls where pre‐service teacher education students in the last semester of their programmes were able to observe ‘best practice’ in a learning context that they would eventually be responsible for during their final practicum session. Interactive observation sessions were immediately followed with opportunities for students to discuss various aspects of planning, classroom organisation and teaching strategies appropriate to multi‐graded contexts with the remote classroom teacher. These ‘reverse distance education’ sessions followed an intensive lecture and tutorial series centring upon topics relevant to teaching in small rural communities. Tutorial activities placed student teachers in small rural school scenarios containing everyday ‘problems’ requiring diagnosis and the generation and analysis of solutions. At the conclusion of scenario discussions, students had networked, collaborated with colleagues and applied current research findings in generating viable solutions and considered school community reactions to these proposed solutions. The incorporation of interactive video technology with these problem situations consolidated the concept and skill development of student teachers and increased both their real time involvement in their chosen professions, and their access to best practice. This dual focus upon a problem solving approach to teaching immersed the student teacher in situations derived from real school environments, and so encouraged a collegial and open approach to teaching. Extensive evaluations revealed that pre‐service teachers were more thoroughly prepared for rural teaching experiences, displayed competence in effective multigrade teaching skills, and exhibited control during involvement 相似文献
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This paper explores the metaphor of the classroom as a ‘crucible’ for early professional learning where beginning teachers forge professional identities in complex, unpredictable, paradoxical, affectively and physically potent contexts of practice. It works into the dissonances and contradictions of the micro-narratives embedded in the accounts that three high-achieving early career English teacher graduates give of their early professional learning in schools. It traces the conflicts they experience in the gap between ‘economies of performance’ and ‘ecologies of practice’ within which they improvise new professional identities as teachers. Their effective ‘transmutations’ into teachers are contingent on a bewildering range of factors, many of them out of their control. As the medieval transmutation of lead into gold was analogous to personal transformation, purification and perfection, so new teachers aspire to ideals of practice that may be impossible to achieve. The paper moves beyond simplistic conceptualisations of theory–practice binaries in new teachers’ work and evaluates the impact of new pressures from globalised discourses of standardisation and professionalism that erase singularity, particularity and relationality. Rather, it posits professional learning as complex identity work that is variously constrained and enabled by local institutional factors and broader policy contexts that affect the capacity and desire of beginning teachers to introduce and sustain innovative pedagogies in their English classes. 相似文献