Where progress begins

2020 ◽  
Vol 21 (12) ◽  
pp. 21-23
Author(s):  
Sian Marsh
Keyword(s):  
Teacher Training ◽  
Training Programme ◽  
Early Years ◽  
Initial Teacher Training ◽  
Language And Communication

Find out how practitioners who have undertaken the Early Years Initial Teacher Training programme have the skills and knowledge to maximise all children's progress in language and communication.

Find something to make them smile…

2021 ◽  
Vol 22 (7) ◽  
pp. 30-31
Author(s):  
Sian Marsh
Keyword(s):  
Mental Health ◽  
Teacher Training ◽  
Emotional Development ◽  
Best Practice ◽  
Positive Attitude ◽  
Early Years ◽  
Social And Emotional Development ◽  
Initial Teacher Training ◽  
Social And Emotional

Personal, social and emotional development is a key area of the EYFS and it begins with early years educators who have a positive attitude to their role. With this in mind Best Practice Network's Sian Marsh explains why mental health is a focus for Initial Teacher Training.

scholarly journals Analysis of the Problems of and the Suitable Solutions for an Initial Teacher Training Programme Conducted through the Distance Mode

OUSL Journal ◽  
2018 ◽  
Vol 13 (1) ◽  
pp. 115
Author(s):  
Galappaththige Dayalatha Lekamge ◽  
Ayomi Indika Irugalbandara ◽  
Meregngnage Nadeesh Chandana Fernando
Keyword(s):  
Teacher Training ◽  
Training Programme ◽  
Initial Teacher Training

scholarly journals Research Ethics: Deontological Perspectives

2020 ◽  
Vol 7 (3) ◽  
pp. 1-6
Author(s):  
Michael Hall
Keyword(s):  
Teacher Training ◽  
Training Programme ◽  
Further Education ◽  
Professional Identities ◽  
Structured Interviews ◽  
Complex Needs ◽  
Initial Teacher Training ◽  
Study Approach ◽  
The Uk ◽  
Teaching Qualifications

The training of Further Education teachers has been debated since the incorporation of Further Education colleges in the UK in 1992 but, to date, moves by governments and their agencies to professionalise the FE teaching sector have been unsuccessful. The continuation of a homogenous initial teacher training programme within the FE sector has resulted in this sector failing to respond to the changing needs of society and the complex needs of the new FE teacher. This study explored the FE teacher training programme within one college in the UK. The research questions focussed on four elements: the concept of professionalism in FE teaching, the FE teacher as an agent of change, the changing professional identity of the participants and the ways new FE teachers managed multiple professional identities. Using a case study approach, twenty-two new FE teachers undertaking the initial teacher training programme participated in the research as they took on their new professional role as FE teachers. The project used mixed methods of data collection including self-completion questionnaires, focus groups, observations and semi-structured interviews. Thematic content analysis identified that the FE teachers experienced changing and multiple professional identities, from vocational experts to qualified educators, whilst retaining elements of their previous professional identities. Through this process of change, new FE teachers acted as change agents and helped FE students realise their own aspirations. This research demonstrates that Further Education teaching can be categorised into three distinct areas based on the subjects taught: the vocational teacher, the professional teacher, and the academic teacher. Teachers  from each area require a different focus in their initial teacher training. The study identifies the need for different approaches to Further Education initial teacher training for the three areas and offers opportunities to develop distinct teaching qualifications and career pathways whilst capturing the generic sociological aspects of FE teaching.

scholarly journals Constituindo-se Professora que Ensinará Matemática nos Anos Iniciais: o que Revelam as Narrativas Quanto a Alfabetização Matemática?

2021 ◽  
Vol 14 (1) ◽  
pp. 61-72
Author(s):  
Américo Junior Nunes da Silva
Keyword(s):  
Teacher Training ◽  
Narrative Analysis ◽  
Narrative Research ◽  
Early Years ◽  
Teaching Mathematics ◽  
Mathematical Literacy ◽  
Initial Teacher Training ◽  
Analysis Process ◽  
Literacy Process ◽  
Conceptual Difficulties

ResumoEste artigo é recorte de um doutoramento, resultado de uma pesquisa narrativa, e objetiva investigar o que revelam as narrativas de estudantes do curso de Pedagogia da Universidade Federal de São Carlos (UFSCar), construídas durante dois encontros da disciplina “Matemática: conteúdos e seu ensino”, sobre a ludicidade, o ensinar matemática no ciclo de alfabetização e o constituir-se professora que ensinará matemática nos anos iniciais. Nesse percurso, escolhemos as narrativas enquanto método e fenômeno a ser estudado. Constituímos diários de formação, produzidos pelas cinco participantes e por mim, e as entrevistas narrativas realizadas, como textos de campo. O processo de análise realizado se deu por meio da análise narrativa. As narrativas produzidas revelaram algumas dificuldades conceituais sobre a matemática e o processo de alfabetização matemática. Ao longo dos encontros, percebemos que as diferentes estratégias formativas propostas contribuíram para repensar essas crenças e ressignificar essas marcas negativas e as dificuldades que apresentaram.Palavras-chave: Alfabetização Matemática. Formação Inicial de Professores. Narrativas. Diários de Formação. AbstractThis article is an excerpt from a PhD, the result of a narrative research, and aims to investigate what the narratives of students in the Pedagogy course at the Federal University of São Carlos (UFSCar) reveal, built during two meetings of the discipline “Mathematics: Contents and their teaching ”, On playfulness, teaching mathematics in the literacy cycle and becoming a teacher who will teach mathematics in the early years. Along this path, we chose narratives as a method and phenomenon to be studied. We constituted the training diaries, produced by the 05 participants and mine, and the narrative interviews carried out, as field texts. The analysis process carried out took place through narrative analysis. The narratives produced revealed some conceptual difficulties about mathematics and the mathematical literacy process. Throughout the meetings, we realized that the different training strategies proposed contributed to rethink these beliefs and reframe these negative marks and the difficulties they presented. Keywords: Mathematical Literacy. Initial Teacher Training. Narratives. Training Diaries

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