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1.
This paper tells the stories of two trainee teachers and their personal experiences of dyslexia. Both informants were English and training to be primary school teachers in England. Through drawing on their own experiences of education, the stories illustrate how dyslexia has shaped the self‐concept, self‐esteem and resilience of each informant. The narratives presented in this paper illustrate powerfully the ways in which teachers can have a positive or negative impact on the self‐concepts of students with dyslexia. Both had been inspired by teachers they had met, and these positive role models had given them the confidence to pursue their own ambitions. However, both had encountered teachers who lacked empathy and patience, and these teachers had a detrimental impact on their self‐concepts. For both of these trainee teachers, personal experiences of dyslexia also shaped their professional identities as teachers. Both trainees described themselves as caring and empathic teachers, suggesting that personal experiences of dyslexia had a positive impact on teacher professional identity. 相似文献
2.
The issue of whether trainee teachers in the post-16 sector should have their classroom practice graded has been debated for a number of years. The case for training courses retaining an emphasis on written and verbal ‘developmental’ feedback at the expense of ‘judgements’ appears to be lost. This article is set within the context of an ever-growing culture of performativity in English further education colleges, where grading is regarded as an essential requirement to ensure high quality teaching. Tensions are explored between stakeholders who call for graded observations of trainees’ classroom performance (e.g. Ofsted and FEC quality assurance managers), and classroom-based trainers and researchers who argue that grading is too judgemental and compromises the formative and developmental progress of trainees. The rationale for trainee teachers to have their classroom practice graded is contrasted with evidence that highlights the negative results of grading. This article reports findings from the evaluation of an innovative, alternative strategy that addresses Ofsted’s central requirement for trainees to know ‘where they are’ in their development by offering a middle way between grading and not grading trainees’ classroom performance. 相似文献
3.
《师资教育杂志》2012,38(2):153-168
This paper reports on the results of a qualitative study that explored the experiences of one group of pre‐service English language teachers in Hong Kong as they undertook an action research project as part of their undergraduate teacher training programme. Grounded in a theory of teacher identity construction as both practice and discourse, the paper examines how participation in an action research project by one group of pre‐service English language teachers in Hong Kong shaped their experiences of becoming teachers. The study indicates that as teacher researchers, the trainee teachers contested previously held perceptions about their engagement in teaching, their images of teachers and teaching, as well as their alignment with some aspects of contemporary educational discourse. Implications for teacher education and future research are also discussed. 相似文献
4.
Bronwen Maxwell 《Teaching Education》2013,24(4):335-348
Recent reforms of initial teacher education (ITE) in the learning and skills sector (LSS) in England are standards based and emphasise subject specialism. The reforms are underpinned by objectivist epistemological assumptions which are incompatible with socio‐cultural theories of professional knowledge, and ignore the diverse teaching roles and contexts in the sector and wider systemic issues. A qualitative scoping study found that LSS in‐service trainee teachers drew on three types of knowledge resources, or clusters of ‘rules’ for practice, in their teaching: these were related to their subject/vocational area, generic teaching and learning processes and specific learners and groups. Trainees generated knowledge resources through participation in their workplace, ITE course and other social contexts, and from embedded and encoded workplace knowledge. Trainees’ beliefs, values and prior experiences were both a knowledge resource and influenced their engagement with knowledge generation activities. It is argued that using a knowledge resources perspective, which recognises how trainees generate knowledge and seeks to bridge gaps in their access to knowledge resources, would be more effective in supporting trainees’ development than the current reforms. 相似文献
5.
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
6.
Current models of initial teacher training (ITT) in England include substantial elements of school‐based experience developed in collaborative partnerships with local schools involving university tutors working with experienced classroom teachers. Balance in such partnerships has been characterised as trainees focusing on day‐to‐day pragmatics of working in classrooms whilst engaged in school experience, while their higher education institution (HEI) elements provide theoretical bases to underpin school based activities. Within such partnership arrangements, development of pedagogic beliefs and expertise is achieved by a complex network of experiences. Within the context of this paper this element of pedagogic development is shown to be less well supported than other aspects of trainee teachers’ professional preparation. This paper, using cultural historical activity theory (CHAT), focuses on a small‐scale research project in which mentor and trainee dialogue is examined. The paper concludes that CHAT analysis makes a valuable contribution to our understanding of how to resolve some of these issues within teacher training partnerships. 相似文献
7.
Dave S. Heywood 《International Journal of Science Education》2013,35(12):1447-1475
This paper is focused on primary trainee teachers’ conceptualization of the vision process and image formation in a plane mirror. The study involved 55 non‐specialist, undergraduate trainee primary teachers on a 4‐year programme of initial teacher training. The process incorporated tracking trainees’ ideas during university‐taught sessions through collating and analysing responses to set tasks that included both the interpretation of annotated diagrams of the vision process and diagrammatic representation of image formation in a plane mirror. A selected sample of trainees was also interviewed. The data indicate that trainees experience significant difficulties in articulating coherent explanations regarding basic ideas about light. This presents particular professional constraint within the current demands of the primary initial teacher training science curriculum. It is argued that a more productive approach would be to focus on the professional issue of pedagogy through raising trainees’ awareness of the conceptual difficulties in learning rather than the current curriculum focus that seems to privilege knowing over understanding. 相似文献
8.
A mentor’s aid in developing the competences of teacher trainees 总被引：1，自引：0，他引：1
The induction period is a very important time in the career of a teacher and has a long‐term influence on the teacher’s professional development, efficacy, job satisfaction and the length of his/her career. One of the key roles in this period is played by the trainee’s mentor. This paper presents the results of the extensive project ‘Partnership of Faculties and Schools’, carried out at the Pedagogical Faculty, University of Ljubljana, with the financial support of the European Social Fund and the Slovenian Ministry of Education, Science and Sport. We studied an induction project involving 361 teacher trainees and 331 mentors. The study reveals the trainees’ expectations towards their mentors and the mentors’ and trainees’ evaluations of how the mentor aids a teacher trainee in developing their competences. 相似文献
9.
Milena Valenčič Zuljan 《Educational studies》2007,33(1):29-40
In the first part of this paper, conceptions of trainee teachers are defined, together with their importance for the process of teacher education. Many studies concerning teacher conceptions and models of teacher development show that the conceptions of instruction, knowledge, and teacher and learner roles are a key part of the teacher’s professional equipment. They affect his/her thinking, experiences and actions, and thus directly determine the quality of instruction and the teacher’s professional growth. The Slovene school system has been undergoing many changes in the past decade. The success of the reforms largely depends on the way teachers perceive knowledge and other basic educational categories. The purpose of the present study was to identify the conceptions of knowledge, teacher and learner roles held by the student teachers in primary education at the beginning of their professional training. Numerous categorizations of these conceptions were reviewed to form a four‐tiered hierarchic taxonomy of conception categories, ranging from teacher and content centred to learner and learning centred. The study shows that trainee teachers largely hold conceptions typical of the transmission model of education. The key question arising from this is how to shift the students’ conceptions towards a modern, cognitive‐constructivist model of education, which is an important basis for the didactic reform of the Slovene school system. 相似文献
10.
In this paper, we explore the process of becoming a teacher educator in the pedagogical use of digital tools in mathematics teaching. The study took place in the context of an in-service program during the trainees’ engagement in their practicum fieldwork activities including the process observation–reflection–design–implementation–reflection. We explored the features of this context that facilitated the trainees’ transition from the level of trainee educator to the level of teacher educator as well as the nature of the trainees’ documentation work for teachers. The results showed that observation of other teacher educators’ teaching in conjunction with reflection during the program’s respective sessions facilitated the trainees’ transition to the professional level. The identified operational invariants underlying the trainees’ designs concerned the focus of their observation in teacher education classrooms, the importance they attributed to the constraints and opportunities provided by the wider educational context and epistemological issues regarding the teaching and learning of mathematics with technology. The analysis of trainees’ designs revealed three kinds of documents (“explanatory,” “instructive” and “facilitative”) and corresponding roles of trainees during the implementation. These documents targeted different aspects of TPACK depending on the trainees’ conceptualizations of teachers’ roles either “as students” or “of students.” 相似文献
11.
In England, there has been an expansion of different routes into teaching resulting in an increasingly complex and diverse pattern of training provision. This reconfiguration of becoming a teacher is driven by concerns to improve the quality of teachers who are better able to raise standards in schools as well as to ensure a regular supply of teachers for the nation’s children. In consequence, there has been a move towards more school-based and school-led programmes set in a market-driven approach to pre-service teacher preparation. A great deal of research has focused on the implications of these structural changes in English teacher education, while much less attention has been paid to the perceptions and experiences of those who enrol on these diverse teacher education programmes.
This paper draws on a series of in-depth interviews with twelve trainee teachers following some of the different pathways into teaching in secondary schools. It explores the trainees’ rationale for choosing their route and how they describe the advantages and disadvantages of their chosen pathways. 相似文献
12.
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
13.
Online learning community development with teachers as a means of enhancing initial teacher training
Alison Hramiak 《Technology, Pedagogy and Education》2013,22(1):47-62
A purpose‐built blend of teaching and learning activities was used with trainee teachers on a Postgraduate Certificate in Education (PGCE) course, and subsequently evaluated in a cyclical action research study, over a period of two years. The purpose of the blend was to engender the formation of a learning community, by giving them access to each other all through the course, in order to reduce the isolation often felt on school placement. The development of their social presence was encouraged by providing them with the social space in which to construct it. The findings indicate that this blend engendered the formation of a learning community through the creation of social presence and space that reduced isolation on placement for the trainee teachers. Positive voices from the research illustrate that trainees experienced an enhancement of their teacher training course through participation in the learning community. 相似文献
14.
《Teaching and Teacher Education》2006,22(3):315-326
This paper is based on our studies of teacher recruitment and retention. Using official statistics from a variety of secondary sources, it builds on our previous work on the changing demand for teachers by exploring issues of teacher supply in the UK. Our findings suggest there is no overall shortage of applicants to initial teacher education and training (ITET), and the number of applicants and places are now higher than at any time since 1982. There were, however, almost as many unsuccessful as successful applicants to ITET courses, despite some recruitment targets not being met. Furthermore, it was not clear how these targets were set and whether they included an estimate of trainee attrition and/or the number of successful trainees expected to enter the teaching profession. There were imbalances in the supply of teachers, with many more female than male trainees. The majority of trainees were in their twenties, with the chances of being offered a training place decreasing with age, despite the uneven age profile of the contemporary teaching profession. There are important structural limitations to teacher supply, particularly in relation to the number of graduates in maths and science subjects. Improving teacher recruitment in these areas is, thus, dependent on increasing the number of students continuing to study these subjects in post-sixteen and higher education. 相似文献
15.
Spiridon‐Georgios Soulis 《欧洲特需教育杂志》2013,28(1):91-101
The aim of the present study was to evaluate six characteristics of effective special pre‐school teachers, similar to those used in the relevant literature. The study participants were all special teachers (n = 226), serving in Greek state and community pre‐primary educational institutions (i.e. kindergartens and day nurseries) for children with learning disabilities. Data were collected through a two‐part questionnaire sent to the targeted special teachers (response rate 100%) and through focused group discussion with teachers. Three characteristics emerged as salient features of an effective teacher: love for the children; competent pre‐service training and ongoing professional development; and professionalism and commitment. The remaining three characteristics assessed (i.e. effective communication skills, a well‐rounded personality, and instructional ability) were also judged to be essential. Based on each characteristic’s analysis, the paper discusses the implications of pre‐service and in‐service training for special teachers. 相似文献
16.
John Trent 《Asia-Pacific Journal of Teacher Education》2013,41(4):426-440
This paper reports on a qualitative study that investigated the lived experiences of a group of pre-service English language teachers during a teaching practicum in Hong Kong. Multiple, in-depth interviews with student teachers were conducted during a 6-week practicum to understand the students’ experiences of becoming teachers. A contribution of this study is to use the analytic lens of teacher identity to understand the challenges, one group of pre-service teachers confronted as they positioned themselves, and were positioned by others, as particular types of teachers during their practicum. The results of this study suggest that a critical perspective, grounded in an identity-theoretic understanding of pre-service teachers’ practicum experiences, is needed to reveal and then overcome antagonistic relations that might threaten the identity work of trainee teachers. Endorsing calls to rethink the practicum, the types of support that might be offered to pre-service teachers are critically examined and suggestions for the ways in which stakeholders, such as teacher educators and school-based supporting teachers, can best facilitate the identity work of pre-service teachers undertaking a teaching practicum are offered. Implications for future research are also discussed. 相似文献
17.
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
18.
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
19.
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
20.
A common aim of teacher education is to encourage prospective teachers to analyze carefully their instructional performance. Yet, research on teacher cognition heretofore has concentrated primarily on experienced teachers’ planning and instructional thinking. We need more information on how student teachers think about and engage in the evaluation of their teaching performance. This study used data from initial structured interviews to elicit student teachers’ self‐evaluation concerns and examined the student teachers’ journals, a final written self‐evalution, and tapes from post‐teaching interviews to create a profile of each student teacher's responses about self‐evaluation. In this paper I analyze the student teachers’ pre‐conceptions about success, examine their processes of self‐evaluation, and explore a conception of “interactive self‐evaluation.” I offer suggestions about the conditions that may enable student teachers to enhance their analytical processes. 相似文献