Teaching and Educational Research in Wales: How Does Teachers' Engagement with Educational Research Differ in Wales from those in England?

2017 ◽  
Vol 19 (1) ◽  
pp. 135-145
Author(s):  
Kevin Smith ◽  
Kimberley Horton
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Action Research ◽  
Educational Research ◽  
Initial Teacher Education ◽  
Relevant Research ◽  
National Foundation ◽  
Research Findings ◽  
Insight Into

The purpose of this study was to better understand how teachers in Wales differ from their counterparts in England in regard to their engagement with educational research. In 2010, the National Foundation for Educational Research (NFER) conducted a study of over 4,000 teachers in England. Many of the questions referred to their engagement in forms of educational research. In 2013, the same questions were posed to 216 teachers in Wales. A comparison of the findings indicate teachers in Wales were more likely to have recently undertaken action research than the England teachers. They also found others' research findings more useful in their teaching. Additionally, the teachers in Wales were more likely than England teachers to agree that they know where to find relevant research to inform their teaching and that they are able to understand and use the research. With recent concerns over educational research and initial teacher education (ITE) in Wales, these findings provide insight into how teachers in Wales perceive and engage with education research and may help to inform policies enabling teachers to produce and implement evidencebased practices into their pedagogy.

scholarly journals How Does Initial Teacher Education Research Frame the Challenge of Preparing Future Teachers for Student Diversity in Schools? A Systematic Review of Literature

2020 ◽  
pp. 003465432097917
Author(s):  
Leonie Rowan ◽  
Terri Bourke ◽  
Lyra L’Estrange ◽  
Jo Lunn Brownlee ◽  
Mary Ryan ◽  
...  
Keyword(s):  
Systematic Review ◽  
Teacher Education ◽  
Education Research ◽  
Teacher Educators ◽  
Diverse Learners ◽  
Initial Teacher Education ◽  
Student Diversity ◽  
Review Of Literature ◽  
Journal Articles ◽  
Knowledge Claims

Teachers consistently identify working with “diverse learners” as challenging. This raises questions about how teacher educators conceptualize and enact preparation of teachers for heterogeneous populations. This article provides a systematic review of literature relating to both “teacher education” and “diverse learners,” to identify knowledge claims regarding the way this “problem” and possible “solutions” should be framed. Analyzing 209 peer-reviewed journal articles (2009–2019), the article identifies groups most frequently described as diverse, three qualitatively different clusters of claims regarding how teachers can be prepared for diversity, and factors identified as constraining preparation. Analysis reveals a literature broad in focus—referencing many groups—but shallow in depth. The majority describe strategies for teaching about or catering to diversity with only few considering teaching for diversity. There is also limited engagement with specialist literature relating to concepts such as gender or race and little attention to teacher educators’ own knowledge. The article concludes with implications for teacher educators, arguing for enhanced critical epistemic reflexivity.

scholarly journals Gaining insight into teaching profession by using film: a preservice teachers’ experience

2019 ◽  
Vol 290 ◽  
pp. 13003
Author(s):  
Daniela-Maria Creţu
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Education Program ◽  
Research Question ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Instructional Tools ◽  
Analysis Technique ◽  
Second Year ◽  
Insight Into

Films can be used as instructional tools in higher education in different disciplines. In the context of teacher education, films with and about teachers and pupils are valuable resources for learning about the teaching profession. The purpose of this study is to examine the pre-service teachers’ reflections on a film with an educational content and message - The Triumph (The Ron Clark Story, 2006). One research question guided the investigation: What are the students’ cognitive and emotional gains for the teaching profession as a result of watching this film? The participants consisted of eighty-two second year students, enrolled in an initial teacher education program at a Romanian university. At the end of a one-semester course, named Pedagogy (Instruction and Students’ Assessment) pre-service teachers were invited to watch a film and then to reflect about it, by completing an open-ended questionnaire. The responses were analyzed through the content analysis technique. Examples of comments made by preservice teachers are presented and analyzed. The results show a range of understandings gained by future teachers through the use of the film.

scholarly journals The Implementation of the Coaching Approach to Professional The Implementation of the Coaching Approach to Professional Experience (CAPE) Model in Indonesian initial Teacher education: Experience (CAPE) Model in Indonesian initial Teacher education: The Participants’ Perspectives The Participants’ Perspectives

2021 ◽  
Vol 46 (3) ◽  
pp. 20-35
Author(s):  
Urip Sulistiyo ◽  
◽  
Muhammad Rusdi ◽  
Jennifer Clifton ◽  
Heather Fehring ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
School Principal ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Professional Experience ◽  
Education Experience ◽  
Qualitative Focus Groups ◽  
Research Findings ◽  
Coaching Approach

Professional experience is considered essential to enable pre-service teachers (PSTs) to implement what they have learned during their initial teacher education (ITE) programto school environments. There are multiple models of professional experience that address the issue of integrating theory and practice. This article reports on findings of the implementation of the Coaching Approach to Professional Experience (CAPE) modelin an ITE program in Jambi University, Indonesia. Using qualitative focus groups, this research focuses on the perceptions of PSTs, a school principal, mentor teachers, teacher educators(lecturer) and a coach regarding the implementation of the CAPE model. The research findings indicate that the role of the coach helped PSTs as they were able to individualise and focus on developing teaching skills. However, several weaknesses were also identified. In adapting the model to Jambi University’s context, the structure of the CAPE model was too general. The coach working with PSTs was not entirely free from her/his teaching duties, thus limiting the PST-coach interactions. This article discusses these findings and concludes by offering recommendations for future adaptions of the CAPE model in Indonesia and beyond.

Pedagogical linguistics

2020 ◽  
Vol 1 (1) ◽  
pp. 44-65 ◽  
Author(s):  
Kathleen Bardovi-Harlig
Keyword(s):  
Foreign Language ◽  
Final Section ◽  
Relevant Research ◽  
Curricular Development ◽  
Positive Effects ◽  
Theoretical Support ◽  
Language Classrooms ◽  
Research Findings ◽  
Foreign Language Classrooms ◽  
Insight Into

Abstract The positive effects of instruction on the acquisition of second-language pragmatics has been well documented by numerous recent published studies (81 in the 10 years between Rose, 2005, and Bardovi-Harlig, 2015), but we have yet to see a corresponding increase in the teaching of pragmatics in second and foreign language classrooms or language textbooks. This article explores some of the potential causes for the lack of implementation of pragmatics instruction in second and foreign language classrooms (Skyes, 2013) and suggests means of overcoming such challenges. Pedagogical linguistics, in the form of pedagogical pragmatics, offers insight into meeting the challenges of limited theoretical support for curricular development, lack of authentic input in teaching materials, lack of instructor knowledge, and lack of reference books and pedagogical resources for teachers. The final challenge for pedagogical linguistics and pragmatics researchers is conveying relevant research findings to teachers; means for accomplishing this are discussed in the final section of the article.

The Challenge and Promise of Complexity Theory for Teacher Education Research

2014 ◽  
Vol 116 (4) ◽  
pp. 1-38 ◽  
Author(s):  
Marilyn Cochran-Smith ◽  
Fiona Ell ◽  
Larry Ludlow ◽  
Lexie Grudnoff ◽  
Graeme Aitken
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Research Methods ◽  
Complexity Theory ◽  
Critical Realism ◽  
Linear Logic ◽  
Initial Teacher Education ◽  
Practical Significance ◽  
New Research ◽  
Teacher Education Research

Background/Context In many countries, there are multiple studies intended to improve initial teacher education. These have generally focused on pieces of teacher education rather than wholes, and have used an underlying linear logic. It may be, however, that what is needed are new research questions and theoretical frameworks that account for wholes, not just parts, and take complex, rather than reductionist perspectives. Purpose This article examines the challenges and the promises of complexity theory as a framework for teacher education research. One purpose is to elaborate the basic tenets of complexity theory, summarize its previous uses, and identify key challenges. A second purpose is to propose a new research platform that combines complexity theory with critical realism (CT-CR) and prompts a new set of empirical questions and research methods. Research Design Drawing on scholarship from sociology and education, the underlying design—or logic—of this analytic essay is this: explanation of the basic tenets of complexity theory applied to teacher education, assessment of previous research informed by complexity theory, response to the major epistemological and methodological challenges involved in using complexity theory as a research framework, and proposal of a new set of questions and methods. Findings/Results Complexity theory is appealing to teacher education researchers who want to avoid simplistic and reductionist perspectives. However, most previous complexity research has not addressed the critiques: the proclivity of complexity theory for retrospective description; the assertion that, given its rejection of linear causality, complexity theory cannot provide causal explanations with implications for practice; and the charge that complexity-informed research cannot deal with the values and power inequalities inherent in the normative enterprise of education. Integrating complexity theory with critical realism provides a way to address these fundamental challenges. Building on this new platform, the essay proposes a new set of empirical questions about initial teacher education along with several innovative research methods to address those questions. Conclusions/Recommendations This essay concludes that the combination of complexity theory and critical realism offers a unique platform for teacher education research, which has theoretical consistency, methodological integrity, and practical significance. The essay recommends that its proposed new empirical questions and methods may have the capacity to show us where to look and what processes to trace as teacher candidates learn to enact practice that enhances the learning of all students, including those not well-served by the current system.

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