Enacting assessment for learning in the induction phase of physical education teaching

In many countries, assessment for learning (AfL) is recommended in both policy and research as a concept that should be integrated into the teaching of physical education (PE) in schools. AfL is also part of physical education teacher education (PETE) programs in several countries and, consequently, something future PE teachers are expected to practice in their teaching. In a previous study ( Tolgfors et al., 2021 ), we showed how AfL was transmitted and transformed between a university course and a school placement course within Swedish PETE. In the current study, we have more closely followed three of the preservice teachers who took part in our initial study into their first year of PE teaching. The purpose of this follow-up study is thus to explore how AfL is enacted in the induction phase of PE teaching. The more specific research question is: how is AfL enacted in beginning teachers’ PE practices under the contextual conditions provided at the schools where they are employed? The data were generated through Stimulated Recall interviews and follow-up interviews via the online meeting software Zoom. The analysis was based on Braun et al.’s (2011) contextual dimensions of policy enactment and Bernstein’s (1996) pedagogic device. Our findings illustrate how AfL is generally enacted through (1) progression and (2) “rich tasks.” However, the contextual dimensions of each school provide different conditions that either support or hinder the use of AfL in PE. AfL is accordingly enacted in different ways in the induction phase of PE teaching.

A Seychelles case of beginning teachers' perspectives of support and challenges in their pursuit of effective teaching practices

<p>Supporting teachers at the start of their career can help them to develop their pedagogical practice, and to understand the educational, political, and school systems within which they teach. Similarly, effective support can enhance the professional development and learning of beginning teachers, and contribute towards their overall path towards greater effectiveness, ensuring quality teaching. Recent education reforms in the Seychelles have placed an expressed focus on improving quality teaching. This study explores the support for and challenges faced by beginning teachers in the Seychelles in their efforts to implement effective teaching practices. In order to understand the phenomenon of beginning teacher support, a mixed methodology within an ethnographic, sociocultural framework with an emphasis on qualitative data was used. Research was conducted in two sequential phases within the Seychelles: in-depth, site-based qualitative cases studies of three beginning teachers and their school-based contexts, followed by a national quantitative survey completed by 56 beginning teachers. The qualitative phase generated data through interviews (with beginning teachers, deputy heads, and heads of department), document analysis and classroom observations in three schools across the main island, Mahe. The findings of this research identified that both the policy context and the more localised practical factors such as resource allocation, confidence in working with student diversity, and collegial relationships, combined to contribute to how beginning teachers experienced their induction period. The research revealed that whilst the central policy advocates for a school-based mechanism that would support and evaluate beginning teachers, schools' policies and practices around induction were for the main part, inadequately supporting beginning teachers. These results highlighted that the developmental and learning needs of beginning teachers were not clearly understood, either by school leaders or by beginning teachers. This limited understanding combined with a general conservative approach towards teaching within the schools impacted on how beginning teachers were supported and how they learnt from their pedagogical practices. The findings showed how participating beginning teachers endeavoured to align themselves with their schools' expectation for effective teaching, challenging their own beliefs about effective practice. In order to comply with routine expectations, they embraced predominantly teacher-centred practices, rather than a student-centred approach to their teaching. In view of the ongoing effort to augment the quality of education in the Seychelles, supporting beginning teachers could be recognised as part of this endeavour. For effective ongoing support, the research findings identified the need for contexts where open dialogue around teaching is culturally encouraged, and that embrace effective support policies, professional learning, and development for all teachers. It is in such contexts that beginning teachers are more likely to work alongside colleagues, address their professional issues, and join in the collective endeavour to improve their own and their students' learning and achievements.</p>

A Seychelles case of beginning teachers' perspectives of support and challenges in their pursuit of effective teaching practices

<p>Supporting teachers at the start of their career can help them to develop their pedagogical practice, and to understand the educational, political, and school systems within which they teach. Similarly, effective support can enhance the professional development and learning of beginning teachers, and contribute towards their overall path towards greater effectiveness, ensuring quality teaching. Recent education reforms in the Seychelles have placed an expressed focus on improving quality teaching. This study explores the support for and challenges faced by beginning teachers in the Seychelles in their efforts to implement effective teaching practices. In order to understand the phenomenon of beginning teacher support, a mixed methodology within an ethnographic, sociocultural framework with an emphasis on qualitative data was used. Research was conducted in two sequential phases within the Seychelles: in-depth, site-based qualitative cases studies of three beginning teachers and their school-based contexts, followed by a national quantitative survey completed by 56 beginning teachers. The qualitative phase generated data through interviews (with beginning teachers, deputy heads, and heads of department), document analysis and classroom observations in three schools across the main island, Mahe. The findings of this research identified that both the policy context and the more localised practical factors such as resource allocation, confidence in working with student diversity, and collegial relationships, combined to contribute to how beginning teachers experienced their induction period. The research revealed that whilst the central policy advocates for a school-based mechanism that would support and evaluate beginning teachers, schools' policies and practices around induction were for the main part, inadequately supporting beginning teachers. These results highlighted that the developmental and learning needs of beginning teachers were not clearly understood, either by school leaders or by beginning teachers. This limited understanding combined with a general conservative approach towards teaching within the schools impacted on how beginning teachers were supported and how they learnt from their pedagogical practices. The findings showed how participating beginning teachers endeavoured to align themselves with their schools' expectation for effective teaching, challenging their own beliefs about effective practice. In order to comply with routine expectations, they embraced predominantly teacher-centred practices, rather than a student-centred approach to their teaching. In view of the ongoing effort to augment the quality of education in the Seychelles, supporting beginning teachers could be recognised as part of this endeavour. For effective ongoing support, the research findings identified the need for contexts where open dialogue around teaching is culturally encouraged, and that embrace effective support policies, professional learning, and development for all teachers. It is in such contexts that beginning teachers are more likely to work alongside colleagues, address their professional issues, and join in the collective endeavour to improve their own and their students' learning and achievements.</p>

Educative Mentoring: Challenges and Enablers of Implementation in an Intermediate School Context

<p>An effective mentoring programme has a positive effect on the quality of teaching, student achievement, the retention of trained teachers and the teaching profession as a whole and the importance of mentoring beginning teachers cannot be overstated. Recently, there has been a shift in thinking on the most effective way to mentor beginning teachers. This shift has been away from a mentoring approach that only provides support and guidance towards educative mentoring which both challenges and transforms teaching practice and is based on a co-constructed learning relationship. In 2012, the New Zealand Teachers Council introduced guidelines into schools to assist mentor teachers in the educative mentoring of beginning teachers. The purpose of this case study was to examine how effectively one intermediate school was implementing these guidelines, identify challenges involved in the implementation process and describe the conditions necessary to support effective, educative mentoring. To answer the research questions, data was collected through an on-line survey, focus groups and an interview. The findings indicated that while both the mentors and beginning teachers felt that the guidelines were being implemented, neither group believed the mentoring process at the school was particularly effective. The biggest challenge to the implementation of the guidelines was differing perceptions of the purpose and potential of a mentoring programme. The beginning teachers, mentor teachers and principal all held differing views on the purpose of mentoring, leading to other challenges including the lack of clarity around procedures and expectations and tension between assistance and assessment.</p>

Educative Mentoring: Challenges and Enablers of Implementation in an Intermediate School Context

<p>An effective mentoring programme has a positive effect on the quality of teaching, student achievement, the retention of trained teachers and the teaching profession as a whole and the importance of mentoring beginning teachers cannot be overstated. Recently, there has been a shift in thinking on the most effective way to mentor beginning teachers. This shift has been away from a mentoring approach that only provides support and guidance towards educative mentoring which both challenges and transforms teaching practice and is based on a co-constructed learning relationship. In 2012, the New Zealand Teachers Council introduced guidelines into schools to assist mentor teachers in the educative mentoring of beginning teachers. The purpose of this case study was to examine how effectively one intermediate school was implementing these guidelines, identify challenges involved in the implementation process and describe the conditions necessary to support effective, educative mentoring. To answer the research questions, data was collected through an on-line survey, focus groups and an interview. The findings indicated that while both the mentors and beginning teachers felt that the guidelines were being implemented, neither group believed the mentoring process at the school was particularly effective. The biggest challenge to the implementation of the guidelines was differing perceptions of the purpose and potential of a mentoring programme. The beginning teachers, mentor teachers and principal all held differing views on the purpose of mentoring, leading to other challenges including the lack of clarity around procedures and expectations and tension between assistance and assessment.</p>

Something Old, Something New: Initial Teacher Education in the Online Mode

<p>Access to the internet has allowed online learning to become widespread. However, online learning can be met with scepticism and is often seen as second best. This thesis examines experiences of several beginning teachers who completed their initial teacher education solely in the online mode. It sought to discover perceptions of their preparedness to teach in a face-to-face classroom. The methodological approach was a multiple case study underpinned by a constructivist paradigm. Nine beginning teachers volunteered to complete two surveys and seven agreed to be interviewed. Using inductive content analysis, three overarching themes emerged. Participants were in general agreement that the content covered in the online course was comprehensive and had prepared them well to begin teaching, though findings did indicate that the beginning teachers experienced a theory/practice divide between what was learnt from the online content and what they experienced in schools during practicum. Studying online had advantages and challenges, the major advantage being the flexibility online study affords, and the major challenge coping with the sense of isolation from peers. The beginning teachers were in a variety of contexts and received varying induction support. Those receiving little support encountered difficulties in managing students' behaviour and experienced falling efficacy, emphasising that effective induction is essential for beginning teachers to thrive and develop professionally. The findings from this research identified recommendations to improve the online initial teacher education learning experience. The links between the online programme and teaching practicum need strengthening so these parts of the programme align. Lecturers need to make full use of Web 2.0 tools to develop tasks that create learning communities and dispel the feeling of isolation. Further research into the relationship between induction support and efficacy needs to occur to see if this phenomenon is more widespread.</p>