The Enterprise, Economic, and Industrial Dimension to Initial Teacher Education in the UK

1991 ◽  
Vol 4 (2) ◽  
pp. 5-10 ◽  
Author(s):  
Kate Bullock ◽  
Mike Goodfellow ◽  
William Scott
Keyword(s):  
Teacher Education ◽  
Initial Teacher Education ◽  
Industrial Dimension ◽  
The Uk

Developing Education and Business Links

1997 ◽  
Vol 11 (3) ◽  
pp. 176-181
Author(s):  
Ian Abbott ◽  
Caron Coldicott ◽  
Moss Foley ◽  
Prue Huddleston ◽  
Peter Stagg
Keyword(s):  
Teacher Education ◽  
Continuing Professional Development ◽  
Initial Teacher Education ◽  
Business Studies ◽  
British Industry ◽  
Development Of Competencies ◽  
The Uk ◽  
Graduate Certificate ◽  
The University ◽  
Theoretical Issues

The Economics and Business Studies Post Graduate Certificate in Education (PGCE) at the University of Warwick has been at the forefront of developing links between initial teacher education and business. The latest stage in this process occurred in January 1996 when 22 PGCE students undertook a three-day residential course established in a partnership between the University of Warwick, Understanding British Industry (UBI) and the UK Post Office. This course was the first of its kind in the UK to be sponsored by an individual company and has been designed to provide a model which can be used in all areas of initial teacher education links between business and initial teacher education. The authors address practical and theoretical issues relating to the development of links between business and initial teacher education. The broader theoretical issues considered include the significance of this type of activity in relation to the changes taking place in initial teacher education in England and Wales, such as the development of competencies, the role of continuing professional development and the appropriateness of the model. The authors also address the practical implications of working with business, and the development of a residential programme in a crowded timetable, and assess some of the curriculum materials produced by students.

Exploring the Use of Mobile Devices to Support Teacher Education

2015 ◽  
pp. 466-478
Author(s):  
Jocelyn Wishart
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Mobile Devices ◽  
Mobile Phones ◽  
Initial Teacher Education ◽  
Handheld Devices ◽  
Personal Digital Assistants ◽  
Learning And Teaching ◽  
Support Teacher ◽  
The Uk

Early research on personal digital assistants (PDAs), forerunners of today's Smartphones, shows they have the potential to support pre-service teachers' learning and teaching on placement in schools. This article reports results from three such projects conducted with small groups of graduate student teachers in the UK which indicate that handheld devices are particularly supportive of management of learning and teaching and of building knowledge across contexts. However, mobile phones are viewed in schools as disruptive devices and it became apparent that social pressures on trainees using devices that are, in most schools, banned to pupils were impacting negatively on their use of the technology to support their learning. It is therefore argued that, whilst schools are mostly viewed as learning organisations that support staff professional development, in the case of emerging technologies, this isn't always the case and we need to do more to enable the realisation of these benefits of using mobile devices to support initial teacher education.

scholarly journals Defining Moments in Policy Development, Direction, and Implementation in Irish Initial Teacher Education Policy

2014 ◽  
Vol 4 (4) ◽  
pp. 29-49
Author(s):  
Teresa O’Doherty
Keyword(s):  
Teacher Education ◽  
Education Policy ◽  
Policy Development ◽  
Global Education ◽  
Initial Teacher Education ◽  
Domestic Policy ◽  
Base Line ◽  
Teacher Education Policy ◽  
The Uk ◽  
The Impact

This paper explores the impact of significant OECD documents on the development of Irish education policy, specifically teacher education policy, over the last half century. While other commentators have argued that Irish education has been predominantly influenced by policy developments in the UK, US or Europe, this paper identifies the OECD as a significant trigger for domestic policy reform and discusses key reports/publications that have influenced both ideological and structural reforms of Irish education. Long before the growth of evidence-based reform or the emergence of a global education policy field, Irish policy makers invited the newly formed OECD to review Ireland’s provision of education; this review generated base-line data and highlighted both the inequity of Irish education as well as its inadequacy in providing for the future needs of the Irish economy. Thus began a long-term relationshipwith the OECD, which has served to prompt and guide policy revision and reform at critical decision points over five decades. While engagement with the OECD cannot simply explain changes in Irish education, it does, however, provide a valuable perspective on domestic policy making.

scholarly journals Curiosity killed the SAT: The role of research in redirecting performativity in initial teacher education

2018 ◽  
Vol 100 (1) ◽  
pp. 50-64
Author(s):  
Julian Stern
Keyword(s):  
Teacher Education ◽  
Academic Staff ◽  
Central Place ◽  
Initial Teacher Education ◽  
Assessment Tests ◽  
Standard Assessment ◽  
Performance Drivers ◽  
The Uk ◽  
The Relationship

Some see research as an esoteric, other-worldly, practice only to be completed by those unable to do anything ‘real’. Others – including some academics working in universities – see it as ‘just another thing to do’, a burden on already overworked staff, used as an excuse to set even more performance goals. Within initial teacher education, the challenges of research are often exacerbated by the performance and audit pressures related to professional standards. Nevertheless, some teacher education programmes have given research a central place, with students being systematically trained in action research or research-rich reflective practice – as in the Oxford internship scheme in the UK or the ACE scheme in Israel. Other programmes are described as ‘research-informed’, or as ‘drawing on’ (rather than participating in) research. But debates on the relationship between research and teacher education have rarely portrayed the direct link between academic staff, students of initial teacher education, and school pupils, as researchers. This chapter links the activities of all three groups, through the process of research. It focuses on the virtue of curiosity: the drive to discover, to make sense of the world, common to all people. Teacher education that is driven by curiosity will in turn be modelling the curiosity to be promoted in schools. Encouraging curiosity is a way of undermining or redirecting the performativity so well represented by chasing exam results, such as the UK's SATs (Standard Assessment Tests for 7-, 11- and 14-year-olds) or the USA's SAT (Scholastic Assessment Tests for 18-year-olds). Hence, curiosity can be used in such a way as to kill the power of SATs and other external performance-drivers, and can help return teacher education to a more holistic and virtuous practice.

scholarly journals Initial Teacher Education for Inclusion: A Literature Review of Special Educational Needs and Disabilities in the United Kingdom and in South Korea

2021 ◽  
Vol 35 (2) ◽  
Author(s):  
Jiah Seo
Keyword(s):  
Teacher Education ◽  
South Korea ◽  
Inclusive Education ◽  
Educational Needs ◽  
Initial Teacher Education ◽  
Special Educational Needs ◽  
Review Of The Literature ◽  
Negative Attitudes ◽  
The United Kingdom ◽  
The Uk

The purpose of this article is to examine the Initial Teacher Education (ITE) in relation to Special Educational Needs and Disabilities (SEND) in South Korea and in the UK in order to suggest relocation of ITE of Korean inclusive education. Research has identified effective ITE as a significant contributor to the inclusive education context of both countries. This article examines current conceptualizations and trends in ITE related to SEND. Specifically, this study conducts a review of the literature that discusses Special Educational Needs and Disabilities (SEND) in South Korea and in the UK by presenting the reasons why people have negative attitudes towards people with disabilities and to consider expanding the effective ITE, and more directly, its impact on Korean inclusive education. This article concludes with implications for the Korean ITE.

scholarly journals Including pupils with special educational needs and/or disabilities in mainstream secondary physical education: A revisit study

2020 ◽  
pp. 1356336X2095387
Author(s):  
David Morley ◽  
Teresa Banks ◽  
Craig Haslingden ◽  
Benjamin Kirk ◽  
Samatha Parkinson ◽  
...  
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Methodological Approach ◽  
Educational Needs ◽  
Initial Teacher Education ◽  
Special Educational Needs ◽  
Teachers Perceptions ◽  
Effective Dissemination ◽  
Dissemination Of Research ◽  
The Uk

Our research used an innovative methodological approach by revisiting an original study conducted 15 years previously (Morley et al., 2005). A purposive sample of 31 secondary school teachers in the UK were interviewed to explore their perceptions of including pupils with special educational needs and/or disabilities (SEND) in mainstream secondary physical education (PE). All interviews were transcribed verbatim and texts analysed thematically. Findings suggest that, despite significant policy developments, little has changed in teachers’ perceptions of their ability to include pupils with SEND in PE and there remain significant challenges to them achieving this. Some exceptions were documented, most notably an increased and positively received focus on inclusion within PE initial teacher education. The article concludes with recommendations for future practice, particularly in terms of teacher education and professional development, as well as the need for effective dissemination of research findings to key stakeholders.

Mentors and student-teachers “lesson studying” in initial teacher education

2016 ◽  
Vol 5 (2) ◽  
pp. 84-98 ◽  
Author(s):  
Wasyl Cajkler ◽  
Phil Wood
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Learning ◽  
Student Teacher ◽  
Prospective Teachers ◽  
Lesson Study ◽  
Teaching Practice ◽  
Initial Teacher Education ◽  
Content Type ◽  
The Uk

Purpose – The purpose of this paper is to study an adapted version of lesson used with mentors and student-teachers in a one-year initial teacher education (ITE) programme for prospective teachers of geography and modern languages. In partnership with eight secondary schools, the effectiveness of the lesson study cycle was evaluated as a vehicle for exploration of approaches to aid student-teacher learning during school placements. Design/methodology/approach – In total, 12 lesson study case studies were completed and analysed. Findings – Three principal findings emerged: first, most collaborating mentors and student-teachers reported that they engaged in a reflexive process, exploring the complexity of teaching, each learning more about the characteristics of teaching; second, in cases where collaboration allowed student-teachers a degree of autonomy, lesson study provided a collaborative scaffold for understanding the complexity of teaching, contributing to professional development along a continuum which the authors tentatively term “pedagogic literacy”; third and less positively, some mentors struggled to shed the shackles of traditional roles, dominating the discourse as advice-givers so that a traditional “parallel” approach to mentoring continued. Originality/value – The work expands the experiential base of lesson study efforts in ITE in the UK and elaborates a view of teacher learning that challenges reductive approaches to the preparation of new teachers. For the first time, it presents student-teacher and mentor perspectives on the use of lesson study in teaching practice in England.

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