Enterprise education: pre-service further education teachers' impressions and aspirations

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Peter Tiernan ◽  
Jane O’Kelly
Keyword(s):  
Teacher Education ◽  
Further Education ◽  
Initial Teacher Education ◽  
Research Approach ◽  
Structured Interviews ◽  
Content Type ◽  
Education Data ◽  
Enterprise Education ◽  
The Future ◽  
Constant Comparative Analysis

PurposeThe purpose of this paper is to examine the attitudes and impressions of pre-service Further Education teachers towards enterprise education. It also looks at the potential impact on their future teaching practices and aspirations. This study builds on the literature in this area by bringing a teacher education focus and by providing views from the underserved further education sector.Design/methodology/approachA qualitative research approach was used to evaluate pre-service further education teachers' understanding of and attitudes towards, enterprise education. Data were collected through semi-structured interviews with 15 students in their final year of an initial teacher education degree.FindingsFindings emerged through constant comparative analysis of interview transcripts. These findings indicate that exposure to enterprise education greatly increased understanding of its importance and relevance, while also encouraging pre-service further education teachers to recognise the benefits of incorporating enterprise education into their classrooms of the future.Originality/valueWhile there is an array of literature on entrepreneurship and enterprise education outside of business contents, very few studies exist, which examine enterprise education in an initial teacher education context. Fewer still examine enterprise education from the perspective of further education. This study provides a unique qualitative view of pre-service further education teachers' impressions of enterprise education and their aspirations for the future.

scholarly journals Kinship and collegiality

2019 ◽  
Vol 19 (4) ◽  
pp. 371-379
Author(s):  
David Littlefair ◽  
Joanne Clifford Swan ◽  
Karen Hudson
Keyword(s):  
Teacher Education ◽  
Continuing Professional Development ◽  
University Education ◽  
Initial Teacher Education ◽  
Structured Interviews ◽  
Education Department ◽  
Content Type ◽  
International Partnerships ◽  
Main Driver ◽  
The University

Purpose External partnerships are crucial to the functioning of a university education department. The purpose of this paper is to explore the underpinning characteristics of such partnerships. It examines different types of partnerships from those in initial teacher education, to continuing professional development to international. Evidence-based data are gathered from both external partners and university staff who deal with partnership. Softer skills and intellectual kingship are identified as the fundamental drivers of partnership and the subsequent implications for universities are examined. Design/methodology/approach In order to explore the nature of these partnerships, a qualitative approach was essential as the focus was in the motives and perspectives of the authors’ partners, the authors’ colleagues and the university as a corporate entity. To this end, questionnaires were designed for use with a broad range of teacher education partners. Semi-structured interviews were also conducted with university-based colleagues involved in a range of these partnership activities. Findings The institutional reputation on its own does not appear to be the main driver for partnership and as such, the partner bases their decisions and judgements upon the relationship and discussions with the link person they deal with. In turn, those key actors in the university education department also see the wider university as an inhibitor and constraint upon partnership but maintain their relationships by drawing on autonomous forms of professionalism. Thus, intellectual kinship, collegiality and common goals may be argued as key to generating successful external relationships. Practical implications It is important to note that a business relationship which relies on an individual is fragile; people move, become ill and change roles. Clear strategies are essential for succession planning across all such partnerships in an institution, if they are to avoid the potential financial and reputational repercussions arising from unplanned change. Originality/value This study highlights the significance of effective communication between the department establishing the partnership and those responsible for broader managerial and administrative systems in the institution, as well as the potential importance of shared values across departments in respect of supporting and maintaining international partnerships. Further, institutions should recognise the fundamental importance of the link person, in terms of the boundary-spanning nature of the role, the importance to that role of intellectual kinship and the potential this has for the development of new or expanded relationships.

scholarly journals Associate teachers' learning networks: a figurational analysis of initial teacher education

2020 ◽  
Vol 9 (2) ◽  
pp. 205-218
Author(s):  
Luke Jones ◽  
Steven Tones ◽  
Gethin Foulkes
Keyword(s):  
Teacher Education ◽  
Initial Teacher Education ◽  
Learning Networks ◽  
Structured Interviews ◽  
Mentor Training ◽  
Innovative Teaching ◽  
Content Type ◽  
Adequate Understanding ◽  
One Year ◽  
Interdependent Relationships

PurposeThe aim of this paper is to use the lens of figurational sociology to analyse the learning networks of physical education (PE) associate teachers (ATs) in England. More specifically, it aims to develop a more adequate understanding of who is involved in the learning networks and how they influence ATs during their one-year postgraduate initial teacher education (ITE) programme.Design/methodology/approachA total of 35 ATs within a university ITE partnership took part in the study during the final phase of their postgraduate programme. Questionnaires and semi-structured interviews were used to examine the nature and impact of the interdependent relationships that they had developed with other individuals and groups. A process of content analysis was used to identify and analyse patterns in the data.FindingsMentors have the most influence over ATs. They support the inclusion of the ATs within the PE department, but elements of the mentors' role are contradictory and can unintentionally hinder the ATs' teaching. Mentors, teachers and tutors also share a common social habitus that ensures a degree of conformity within the PE community. New experiences tend to reinforce ATs' existing beliefs about the nature and practice of teaching PE.Practical implicationsThese findings have implications for providers of ITE in deciding who is involved in mentor training and how it is approached. If ATs are to be introduced to more innovative teaching approaches that promote change, then tutors need to collaborate with mentors and teachers to develop awareness of their often-unplanned influence.Originality/valueApplying the distinctive, and more generally sociological, concepts that make up the figurational perspective helped to develop a more adequate understanding of the ATs' learning networks. It provided an insight into the changing relationships that ATs have with their mentors and other individuals who work within the school and university context.

scholarly journals Exploring learning conversations between mentors and associate teachers in initial teacher education

2019 ◽  
Vol 8 (2) ◽  
pp. 120-133 ◽  
Author(s):  
Luke Jones ◽  
Steven Tones ◽  
Gethin Foulkes
Keyword(s):  
Teacher Education ◽  
Learning Community ◽  
Initial Teacher Education ◽  
Structured Interviews ◽  
Mentor Training ◽  
Collaborative Relationships ◽  
Content Type ◽  
Learning Conversations ◽  
One Year ◽  
The Impact

Purpose The purpose of this paper is to analyse the learning conversations that take place in the context of secondary initial teacher education (ITE) in England. More specifically, it aims to examine the learning conversations that occurred between physical education subject mentors and their associate teachers (ATs) during a one-year postgraduate programme. Design/methodology/approach Self-completion questionnaires and semi-structured interviews, with 11 ATs within a university ITE partnership, were used to explore ATs’ perceptions of the learning conversations that occurred between them and their mentors. A process of content analysis was used to identify and analyse themes in the data. Findings Meaningful learning conversations are not exclusively based on mentors’ feedback on ATs’ teaching. The ongoing everyday dialogue that occurs between mentors and ATs has a direct impact on the ATs’ teaching and a more indirect effect of nurturing collaborative relationships and providing access to a learning community. Successful mentoring is not realised through an isolated weekly lesson observation of the ATs’ teaching. It is an immersive process where the AT and the mentor face the ongoing challenge of exploring aspects of pedagogy and developing a relationship that is conducive to shared learning. Practical implications These findings have implications for providers of ITE and more specifically how they approach mentor training. Examining learning conversations, and in particular the more informal everyday dialogue that occurs between the mentor and the AT, may have significant impact on the learning of those who are training to teach. Originality/value Informal learning conversations are central to the mentoring process. These findings highlight the value of learning conversations and in particular the impact of informal everyday dialogue that may otherwise be overlooked.

scholarly journals Mentoring associate teachers in initial teacher education: the value of dialogic feedback

2018 ◽  
Vol 7 (2) ◽  
pp. 127-138 ◽  
Author(s):  
Luke Jones ◽  
Steven Tones ◽  
Gethin Foulkes
Keyword(s):  
Teacher Education ◽  
Feedback Mechanism ◽  
Initial Teacher Education ◽  
Structured Interviews ◽  
Mentor Training ◽  
Collaborative Relationships ◽  
Content Type ◽  
Learning Conversations ◽  
One Year ◽  
Practical Implications

Purpose The purpose of this paper is to analyse feedback in the context of secondary initial teacher education (ITE) in England. More specifically, it aims to examine the feedback experiences of physical education (PE) subject mentors and their associate teachers (ATs) during a one-year postgraduate programme. Design/methodology/approach Semi-structured interviews, with nine PE mentors and 11 ATs within a university ITE partnership, were used to explore lesson feedback and the context in which it was provided. Interview data from the 20 participants were analysed through constant comparison to categorise content and identify patterns of responses. Findings Mentors were well versed in the formal feedback mechanism of a written lesson observation. This approach is well established and accepted within ITE, but the dialogic feedback that follows lessons was thought to be where ATs made most progress. These learning conversations were seen to provide less formal but more authentic feedback for those learning to teach, and were most successful when founded on positive and collaborative relationships between the mentor and the ATs. Practical implications These findings have implications for providers of teacher education and more specifically how they approach mentor training. The focus on lesson observations has value, but examining more informal dialogic approaches to feedback may have more impact on the learning of ATs. Originality/value These findings support the value of lesson feedback but challenge the primacy of formal written lesson observations. The learning conversations that follow lessons are shown to provide authentic feedback for ATs.

scholarly journals “First meetings”: constructive first encounters between pre-service teachers and their mentors

2020 ◽  
Vol 9 (4) ◽  
pp. 411-426
Author(s):  
Steve Connolly ◽  
Gareth Bates ◽  
James Shea
Keyword(s):  
Teacher Education ◽  
Action Research ◽  
Retention Rate ◽  
Initial Teacher Education ◽  
Research Approach ◽  
Action Research Project ◽  
Content Type ◽  
Action Research Approach ◽  
Original Contribution ◽  
Minority Ethnic

PurposeThe purpose of this paper is to report the findings from an action research project in which the researchers sought to develop a set of questions for use by mentors (experienced teachers) and mentees (pre-service teachers) on a course of initial teacher education (ITE) when they first met – the “initial encounter”.Design/methodology/approachThe researchers used an action research approach in order to address the lower retention rate of pre-service teachers from different backgrounds, such as Black and Minority ethnic (BAME) and the issues around mentoring which may exacerbate this problem. Discussions between the course team and participating mentors and mentees suggested that the initial encounter between mentor and mentee was significant, and an action research methodology would allow for developing questions that might structure such encounters.FindingsThe researchers found that a useful and effective set of questions could be developed and used by mentors and mentees. Additionally, this process gave researchers insights into the nature of the first encounters between mentors and mentees on an ITE course and how both groups see their roles. In several cycles of action research, the participants produced a number of iterations of such questions, which were refined across a two-year period.Research limitations/implicationsWhile it is too early to tell if the issues leading to the lower retention rate of pre-service teachers that prompted the project have been reduced in any significant way, the researchers suggest that thinking about these initial encounters can have an impact on the way mentors and mentees go on to build a relationship.Originality/valueThe authors found that there is very little research in the field of teacher education which looks at initial encounters between mentors and mentees, and thus make an original contribution to the mentoring literature.

The experiences leading to resignation of female audit managers: an interpretative phenomenological analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jurika Groenewald ◽  
Elza Odendaal
Keyword(s):  
Gender Inequality ◽  
Interpretative Phenomenological Analysis ◽  
Role Theory ◽  
Gender Diversity ◽  
Phenomenological Analysis ◽  
Research Approach ◽  
Structured Interviews ◽  
Homogeneous Sample ◽  
Content Type ◽  
Audit Firms

Purpose Considering the benefits that gender diversity could bring to audit firms, especially in a time when the audit profession faces criticism and the COVID-19 pandemic has widened the gender inequality gap, this study aims to explore the lived experiences of female former audit managers from a social role theory and role congruity theory perspective, to understand the factors that contributed towards their resignations. Design/methodology/approach An exploratory qualitative research approach and an interpretative phenomenological analysis design were used. Semi-structured interviews were conducted with senior female audit managers who had resigned from Johannesburg Stock Exchange-accredited audit firms. Findings The female former audit managers reported their unique experiences in terms of a lack of transparent career progression discussions, audit firms being run by “old boys’ clubs” and unfair treatment linked to bias, job overload and indistinct ambitions to become audit partners. Research limitations/implications The homogeneous sample included a small number of female participants from a limited number of audit firms. Originality/value The findings could inform audit firms how to address the factors contributing to female audit managers’ resignations and to challenge stereotypes to retain more women for promotion to audit partner-level, thereby capitalising on the benefits of a diversified management structure that could lead to higher quality audits and address gender inequality.

scholarly journals Mind your attitude: the impact of patriarchy on women’s workplace behaviour

2019 ◽  
Vol 25 (2) ◽  
pp. 146-164
Author(s):  
Toyin Ajibade Adisa ◽  
Fang Lee Cooke ◽  
Vanessa Iwowo
Keyword(s):  
Work Environment ◽  
Gender Discrimination ◽  
Social Situation ◽  
Equal Treatment ◽  
Research Approach ◽  
Equal Rights ◽  
Structured Interviews ◽  
Content Type ◽  
Female Employees ◽  
The Impact

Purpose By conceptualising patriarchy in the workplace as a social situation, the purpose of this paper is to examine the prevalence of patriarchal attitudes and their impact on women’s workplace behaviour among Nigerian organisations. Design/methodology/approach The study uses a qualitative research approach, drawing on data from 32 semi-structured interviews with female employees and managers in two high-street banks in Nigeria. Findings The study finds that patriarchy shapes women’s behaviour in ways that undermine their performance and organisational citizenship behaviour (OCB). Furthermore, the study finds that patriarchal attitudes, often practised at home, are frequently transferred to organisational settings. This transference affects women’s workplace behaviour and maintains men’s (self-perceived) superior status quo, whereby women are dominated, discriminated against and permanently placed in inferior positions. Research limitations/implications The extent to which the findings of this research can be generalised is constrained by the limited sample and scope of the research. Practical implications The challenges posed by the strong patriarchy on women’s workplace behaviour are real and complex, and organisations must address them in order to create a fairer workplace in which employees can thrive. It is therefore essential for organisations to examine periodically their culture to ensure that all employees, regardless of gender, are involved in the organisation’s affairs. Furthermore, organisations need to help women become more proactive in combating patriarchal behaviour, which often affects their performance and OCB. This requires organisations to affirm consistently their equal opportunities, equal rights and equal treatment policies. It is essential that organisations take this problem seriously by attaching due penalty to gender discrimination, as this will go a long way in ensuring positive outcomes for women and providing a fairer workplace. Originality/value This study provides empirical evidence that a more egalitarian work environment (in Nigerian banking) will result in improved performance from female employees and organisations. It calls for greater policy and organisational interventions to create a more inclusive work environment and an equal society.

Redesigning initial teacher’s education practices with learning scenarios

2019 ◽  
Vol 36 (3) ◽  
pp. 266-283 ◽  
Author(s):  
Ana Pedro ◽  
João Piedade ◽  
João Filipe Matos ◽  
Neuza Pedro
Keyword(s):  
Teacher Education ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Content Type ◽  
Education Practice ◽  
Planning Strategy ◽  
Learning Scenarios ◽  
The One

PurposeThe construction of learning scenarios is a way to plan for teaching activities, promoting the development of skills related to problem solving, collaboration, critical thinking and creativity. Using learning scenarios as a lesson planning strategy becomes a powerful tool in initial teacher education. On the one hand, it mobilizes teaching-related scientific concepts, and on the other hand, it offers opportunities to think on innovative pedagogic approaches involving strategies and capacities essential for the future teacher. Research shows that teacher education programs within real school contexts enriched with digital technologies represent an important factor in increasing the quality of teachers’ preparation and their future professional practice. The paper aims to discuss these issues.Design/methodology/approachThe authors present the analysis of practice of design and implementation of learning scenarios in teachers’ initial education courses developed with students of teaching master degrees. Activity theory is used in the analysis of a case study of a student-teacher in Computer Science.FindingsThe results have been analyzed, contributing to the specification of the principles underlying the learning scenarios in initial teacher education.Research limitations/implicationsResults show the affordances and possibilities of using learning scenarios as structuring resources for the initial teacher education practice.Originality/valueTherefore, the use of learning scenarios brings a set of potentialities to teacher training given its prospective nature.

Post-conflict housing reconstruction in the Gaza Strip

2019 ◽  
Vol 13 (2) ◽  
pp. 317-330
Author(s):  
Ghassan Elkahlout
Keyword(s):  
Building Materials ◽  
Gaza Strip ◽  
Research Approach ◽  
Structured Interviews ◽  
Conflict Setting ◽  
Content Type ◽  
Post Conflict ◽  
The Gaza Strip ◽  
Housing Reconstruction ◽  
Housing Units

Purpose The purpose of this paper is to study the feasibility of using the agency-driven housing approach in a post-conflict context. This paper aims to identify the challenges in applying the agency-driven approach within the context of post-conflict housing reconstruction in the Gaza Strip. Design/methodology/approach In this paper, a qualitative research approach was adopted. Semi-structured interviews were conducted with key stakeholders and representatives of project beneficiaries. Secondary data drawn from academic papers, articles, technical reports and media reports were also obtained. Findings The findings support doubts in the literature about the feasibility of using the agency-driven approach in post-conflict housing reconstruction. The paper concludes that an agency-driven housing project successfully constructed a few thousand housing units and provided thousands of temporary job opportunities. The project encountered challenges in beneficiary selection; affordability of housing units; access to building materials; governance issues; and delays in implementation. Practical implications This paper offers valuable lessons for decision-makers, planners and architects to build on in future endeavours in Gaza and in similar contexts. Originality/value This paper particularly confirms the challenges of using the agency-driven housing approach in a post-conflict setting. These findings are useful for policy-makers to develop relevant strategies to address housing needs in the Gaza Strip.

Mentor–mentee relationships as anchors for pre service teachers’ coping on professional placement

2019 ◽  
Vol 9 (1) ◽  
pp. 71-86
Author(s):  
Anat Wilson ◽  
Minh Huynh
Keyword(s):  
Teacher Education ◽  
Coping Strategies ◽  
Coping Styles ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Content Type ◽  
Mentoring Relationship ◽  
Key Factor ◽  
Coping Scale ◽  
Negative Coping

Purpose Mentor–mentee relationships are important for individual wellbeing, mental health, professional agency and confidence. In the context of an initial teacher education (ITE) programme, these relationships become a key factor. Pre-service teachers’ capacity to cope on a professional placement is closely linked to the quality of the mentoring relationship. The purpose of this paper is to identify the negative coping strategies used by pre-service teachers who struggle to cope in a school placement in Melbourne, Australia, highlighting the importance of providing quality mentorship. Design/methodology/approach A mixed-methods approach was used for the analysis of pre-service teachers’ coping on a teaching practicum and to identify common related beliefs. A total of 177 pre-service teachers, who have completed at least one supervised practicum participated in this study. The Coping Scale for Adults second edition (CSA-2) was administered alongside an open-ended questionnaire to identify frequently used coping styles and associated thoughts and beliefs. Findings The results show that pre-service teachers who favour non-productive coping strategies were more likely to express feelings of loneliness, pointed at poor communication with their mentor and described thoughts about leaving the teaching profession. Originality/value Using the Coping Scale for Adults in the context of practicum provides an insight into individual experiences. The implications of mentor–mentee relationships for individuals’ coping are highlighted. initial teacher education programs and schools have significant roles in supporting mentor–mentee relationships and practical supportive interventions are offered.

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