“She just can’t break it down to the classroom…”: expert perspectives on German geography trainee teachers’ competencies and initial teaching

<p>We report a three-stage process of developing a model of teacher education to encompass provision for Looked After Children in schools in the UK. First, a survey of 78 trainee teachers explored their perceptions and early practice concerning educating Looked After Children (LAC). There are currently 68,840 children of school age in the UK that have been ‘looked after’ for 12 months or more, and their education is of particular concern both within political and educational circles. Second, teacher education programmes were then reviewed to highlight omissions in relation to LAC, and to initiate an early model for improved training practice, not only for teachers in training but also for the continued professional development of those active in service. Third came the development of a model through consultation with major stakeholders in the field of education for Looked After Children. These were state and charitable organisations, and incorporated responses from Virtual School Headteachers (VSHs) who have oversight of the education for LAC, who are placed on a ‘virtual school’ roll even though physically spread across the schools within a local authority and beyond. The outcomes of the study are limited by the small scale of the research, but provide a validated template for the initial and continued education of teachers for LAC.</p>

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Neural dynamics of trainee teachers' emotional conflict processing: An event-related potential study

Social Behavior and Personality An International Journal ◽

10.2224/sbp.8473 ◽

2019 ◽

Vol 47 (7) ◽

pp. 1-9

Author(s):

Li Jin ◽

Xu Li ◽

Jiamei Lu ◽

Nianqu Chen ◽

Lin Cheng ◽

...

Keyword(s):

School Context ◽

Event Related Potentials ◽

Event Related Potential ◽

The Body ◽

Educational Context ◽

Congruent Condition ◽

Slow Potential ◽

Emotional Conflict ◽

Trainee Teachers ◽

Related Potentials

We investigated emotional conflict in an educational context with an emotional body–word Stroop paradigm, examining whether the N450 (a late fronto-central phasic negative event-related potential signature) and slow potential (SP) effects could be evoked in trainee teachers. The N450 effect is characterized by topography and negative polarity of an incongruent minus congruent difference potential, and the SP effect has positive polarity (incongruent minus congruent difference potential). Positive and negative body language examples were obtained from pupils in an actual school context, and emotional words were selected. Compound stimuli were presented, each comprising a congruent or incongruent word displayed across a body image. Event-related potentials were recorded while participants judged body expression valence. Reaction times were longer and accuracies were lower for the incongruent compared to the congruent condition. The N450 component amplitude in the incongruent condition was more negative than in the congruent condition. Results showed a behavioral interference effect and an N450 effect for trainee teachers in this context, thus indicating that the body–word task was efficient in assessing emotional conflict in an educational context, and trainee teachers' perception of body expressions of students could be influenced by emotional signals. The findings further the understanding of emotional conflict in an educational context.

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Trainee teachers' understanding of content/language connections

Language Teaching Research ◽

10.1177/1362168807084498 ◽

2008 ◽

Vol 12 (1) ◽

pp. 105-123 ◽

Cited By ~ 4

Author(s):

Rita Elaine Silver

Keyword(s):

Trainee Teachers

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What Trainee Teachers and Teachers Should Know About Aboriginal Children.

The Australian Journal of Indigenous Education ◽

10.1017/s0310582200010725 ◽

1979 ◽

Vol 7 (5) ◽

pp. 29-32

Author(s):

Keyword(s):

New South ◽

New South Wales ◽

Aboriginal Education ◽

First Year ◽

First Year Teachers ◽

Trainee Teachers ◽

Aboriginal Students ◽

South Wales ◽

Aboriginal Children ◽

Consultative Group

The New South Wales Aboriginal Education Consultative Group feels that more emphasis needs to be placed on the training of teachers in regards to Aboriginal education.Many first year teachers are sent to country areas with a relatively high percentage of Aboriginal students. In the main, these teachers have had little or no contact with Aboriginal children or parents.

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