Trainee Teachers' Perceptions of the Values behind the Primary Curriculum in England and the Potential Significance for Future Professional Development

Teacher education is an integral component of any educational system. It is intimately connected with society and is conditioned by the ethics, culture, and character of a nation. Teacher education in the modern period was characterized by the British in India. Different committees were instituted to look into the system of teacher education and training. In the present section, an attempt has been made to shed light on eight erudite positions on Teacher & Teacher Training in Colonial Bengal. Basically, the philosophical basis of teacher education has been discussed from Indian perspective. Mainly, an attempt has been made to discuss the opinion of a great person of India regarding teacher education. Few of them later came to be acknowledged afterwards as pioneering educators amongst whom the name of Tagore, Vivekananda, Aurobindo and Nivedita are worth mentioning. Exploration of the documents will be the first phase of the study, which will be followed by the qualitative content analysis, and in the second phase, historical research criticism, both internal and external, will be used. It would describe why and when teacher training had been established as a system of education in India. It would identify and clarify the opinions and thoughts of a great person and their role in that historical context.

In 1942 the McNair Committee was appointed to consider the ‘supply, recruitment and training of teachers and youth leaders and to report what principles should guide the Board in these matters in the future’. Special attention was given to the needs of music teachers, and the proposals put forward by the Committee provided the framework for the pattern of training for the next 30 years. This article considers the reactions of the Ministry of Education, the Royal Schools of Music and the Incorporated Society of Musicians, making extensive use of archive material. Comparisons are drawn with the training received by music teachers today, with a call for further discussion of the essential skills necessary for effective music teaching.

This paper stems from the Primary French Research Project (PFRP) that explored the perceptions and experiences of educational professionals involved in introducing modern languages (ML) into the primary curriculum in England. UK government policy was to make modern language learning a compulsory curriculum requirement for English schools in Key Stage 2 (pupils aged 7–11) from September 2010. However, with the election of a coalition government in 2010, the policy shifted and ML became reframed as a non-compulsory ‘entitlement’. Although many primary schools were already teaching some modern languages, this still requires many primary educators to develop the necessary ML knowledge and skills. Anecdotal evidence garnered from primary teachers suggested that they were daunted at this prospect, and the authors felt that questions were arising relating to teachers’ epistemological and ontological security as well as the interplay between policy and practice. In this paper, Bourdieu's notions of habitus and cultural capital are employed to identify and consider the impact on self-identity of policy shifts for a particular group of teaching professionals. These individuals were all studying on a continuing professional development course relating to the introduction of primary ML. The research that is detailed explores how these individuals’ perceptions of themselves as language teachers developed over time and what tensions between self-identity, classroom practice and national policy were manifest. While the focus is on a particular group of professionals, their localised experience highlights issues that may resonate with others who are tasked with interpreting and implementing new educational policy.

Previous articleNext article FreeBook ReviewsTeachers College Contributions to Education. No. 31, The Training of Elementary School Teachers in Germany. I. L. Kandel Teachers College Contributions to Education. No. 32, The Training of Teachers in England and Wales. Peter Sandiford Teachers College Contributions to Education. No. 33, The Conflict of Naturalism and Humanism. Willystine Goodsell PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 18, Number 10Dec., 1910 Article DOIhttps://doi.org/10.1086/435668 Views: 1 Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). PDF download Crossref reports no articles citing this article.

The present study explores the perspectives of newly qualified teachers (NQTs) in England entering the profession in 2005 and 2006 about their training and induction to meet the needs of pupils with English as an additional language (EAL). Findings from a survey and from interviews revealed that the greatest concerns of NQTs related to the teaching of literacy and the assessment of EAL pupils' language skills. Perspectives on initial teacher training offered by English higher education institutions were mixed, with greatest importance given to the quality of school placements offered by training providers. Collaborative support was reported to be available in the induction year, by the third term of which confidence levels had risen. NQTs had found ways to develop their skills in teaching and assessing pupils with EAL. Nevertheless, while encouraging, the reported levels were not yet such that either teachers or the Training and Development Agency for Schools, the body responsible for teacher training in England, could feel satisfied with this aspect of teacher development.

The article examines the approaches to improving the skills of primary school teachers in the UK. Criteria for upgrading and retraining UK teaching staff are highlighted. Teacher training courses are held at different educational institutions: at institutes of pedagogy of higher educational institutions, with independent advisory groups, with the Department of Education and Science, at teacher centers, with local educational authorities, at school. Short-term advanced training courses are divided into: one-day; three days; five to six day courses; vacation courses. Long-term courses include three-year advanced training courses. During the courses of advanced training teachers are engaged in research activities under the direction of university tutors. The main advisory and analytical body for teacher qualifications is the Royal Inspection Service. It has a widespread network across the country, comprised of local education departments. The inspectorate service is intended, based on the analysis of the quality of educational programs, to identify trends in the development of the system of advanced training, to predict the effects of planned projects, and to prepare recommendations for the Ministry of Education and Science to determine the most relevant and forward looking directions for improving the system of professional standards for teachers. The teacher education system serves a prominent system of public education. Understanding the need for organizing mass retraining of teachers in Britain has been growing in pedagogical circles since the last century, when intensive primary education was developing. Since then and to this day, discussions about the most rational ways of updating the teacher education system are not dying. The main advisory and analytical body for teacher qualifications is the Royal Inspection Service. It has a widespread network across the country, comprised of local education departments. Both local and national authorities of this service are actively involved in the analysis and evaluation of the effectiveness of all work aimed at supporting and developing the professional skills of school teachers. The inspectorate service is intended, based on the analysis of the quality of educational programs, to identify trends in the development of the system of advanced training, to predict the effects of planned projects, and to prepare recommendations for the Ministry of Education and Science to determine the most relevant and forward looking directions for improving the system of professional standards for teachers.

This paper presents the results of an investigation into the effectiveness of an initiative in a large education faculty in the North West of England, designed to ensure that all generalist primary teacher trainees on an undergraduate course are prepared to support the implementation of the UK government’s National Languages Strategy in primary schools. The results suggest an overall positive response from trainees, but indicate a need to ensure that schools provide more explicit and targeted support when trainees are on placement.

Teacher education is a fundamental concept of every educational system. It is closely linked to society and shaped by a nation’s ethics, society, culture, and character. In India, teacher education in the modern era was significantly influenced by British colonial rule. Different committees were established to evaluate the system of teacher education and training during the British era. This study attempted to examine the history of teacher training in Colonial Bengal, British India. It aimed to explain when and why teacher training was institutionalized as a system of education during British India, with a particular reference to Bengal province. The study further aimed to identify and clarify the genesis, history, and nature of the teacher training institutions and their role in a historical context. The article provided a detailed case study of key institutions, notably David Hare Training College, Calcutta (1908), Patna Training College (1908), and Teachers’ Training College, Dacca (1910), highlighting their origins, curricula, staffing patterns, pedagogical approaches, and institutional challenges. The study revealed how these colleges functioned as a site for disseminating modern pedagogical ideas, emphasizing practical teaching, educational philosophy, and professional ideals of teaching.

With the attention that has been given in recent years to emotional literacy and its implications for working practices, this article seeks to contribute to a fuller understanding of the impact of emotions on the personal well-being and motivation of 41 primary (elementary) trainee teachers in a university in the South-West of England. Through a process of reflective writing, respondents describe the way that their emotional state affected their confidence and enthusiasm for teaching. These emotions were both edifying (largely associated with the prospect of being back in school) and enervating (largely associated with concerns emanating from previous school experiences and conforming to a new school situation). Findings indicate that a typology of emotional condition consists of anticipatory, anxious, fatalistic and affirming emotions. The research highlights the impact of emotional condition on trainee teachers' ability to function efficiently and suggests that in a time of rapid change and increasing pressure on teachers from every direction, learning to cope with emotions is an important element of training. Consequently, it is proposed that the impact of emotions on trainee teachers deserves considerably more attention than has hitherto been recognised.

This article reports empirical work conducted by three university teacher education providers into how a major revision of the science curriculum in England, the How Science Works strand, has been translated into practice for 14–16 year olds in schools. Data were collected from pre‐service teachers about their understanding, experiences, perceived challenges and resourcing of How Science Works during their final school experience. The results indicate that implementation of How Science Works in schools lies on a spectrum between two extremes referred to as creative implementation and restricted implementation; a recognition that success with this new approach requires a fuller engagement in higher order thinking skills; and that the importance of differentiation is paramount if all pupils are to connect with the new curriculum. The article concludes that support is needed for major transitions in pedagogy with both serving and trainee teachers. This needs to start with teacher education and encompass teacher development, with greater involvement both in school and university programmes.

The purpose of this study was to determine the capacity of Biology Education Study Program lecturers in implementing learning management. Research data collection was carried out using survey methods and interviews with students, lecturers and academics at both the Faculty and Institute levels. Sources of data in this study consisted of two, namely: 1). The main data source (primary) is data contained in the Biology Education Study Program, Tarbiyah Faculty, and the Academic Bureau of UIN Ar-Raniry Banda Aceh. 2). Sources of supporting data were obtained from interviews with students and lecturers of the Biology Education Study Program regarding the implementation of learning management at the Biology Education Study Program, Faculty of Tarbiyah and Teacher Training at UIN Ar-Raniry Banda Aceh. Students who were interviewed were taken from representatives of each unit, namely; 5 (five) people for each unit consisting of 2 men and 3 women (5 x 10 units = 50 people) plus a Biology Education Study Program Lecturer who is actively teaching. Data analysis was carried out in two ways, namely quantitative and qualitative analysis. Data processing is done by 1). Quantitative analysis; conducted to see the condition of the capacity of the Biology Education Study Program lecturers in the implementation of learning management with percentage analysis. 2). Descriptive analysis; carried out to provide an accurate and systematic description of the capacity of lecturers in the implementation of learning management in the Biology Education Study Program, Faculty of Tarbiyah and Teacher Training at UIN AR- Raniry. The results showed that the ability of the lecturers of the Biology Education Study Program, Faculty of Tarbiyah and Teacher Training at UIN Ar-Raniry Banda Aceh in the implementation of learning management was classified as good, this was indicated by the average score of the lecturer's ability, which was 3.48 (classified as good).

Teacher shortages are a global issue. England chose to address this by offering financial incentives (in the form of bursaries and scholarships) to postgraduates in shortage subjects. The impact of these incentives, however, on those training in non-shortage areas remains unclear. A survey of 439 trainee teachers in England (2019–2020) revealed that those without financial incentives often took up additional paid work, primarily during holidays and weekends. Most of these working students were young, female, single, lived with their parents, and traveled more than 10 miles to their universities and placements. This study highlights the unintended consequences of the current policy to offer financial incentives to postgraduates in shortage subjects, including financial inequalities and a divide among trainees based on the subject they chose to teach. It suggests the need for policies that ensure long-term support and equal opportunities for all trainee teachers, irrespective of their teaching specialty.

Introduction: A group of researchers have worked out the Teacher Trainers’ Professional Competences in Hungary. The aim of the research was to explore whether there are any differences among certain groups of teacher trainers concerning their self-reflection, self-evaluation and commitment to ongoing professional development. Methods: Structured interviews were carried out with a sample of 6 teacher trainers whose selection was based on two principles - those who are considered to be teacher trainers in Hungary and those who are available in one of the most important teacher training centres in Hungary - Eszterházy Károly University. The data analysis was done with the General Step-by Step Model of Qualitative Content Analysis supported by MAXQDA 12 software programme. Results: Self-reflection and self-evaluation are the most important factors in teacher trainers’ professional development. Existing standards and criteria to which they compare their achievements play an orienteering role in these two processes, as well as in their self-regulatory learning. However, the levels, the types and the methods of self-reflection can differ depending on what field of teacher training they are involved in and when they were trained as teachers. Discussion: The results of the study promote deeper understanding of teacher trainers’ professional competences regarding their commitment to professional development. It has been clearly stated for which group of teacher trainers scientific research as the highest level of reflection can be a basic requirement, and for which group it should be an expected learning outcome in the future. As research-based teacher training is being introduced in Hungary, parallel to it, all groups of teacher trainers will gradually be expected to carry out scientific research to accomplish the highest level of reflection. Limitations: The sample size does not cover the whole scope of teacher trainers, as instructors teaching specific disciplines were not interviewed, and the research was done in qualitative design, therefore the results cannot be generalized. A future research of quantitative design should cover more teacher trainers from other universities and regions. Conclusions: The general step by step model of qualitative content analysis has provided a detailed picture of the driver of the teacher trainers’ professional development. The evidence of the acceptance of the position of a role model for their instructed, mentored or supported student teachers, teacher assistants and teachers has been given by this research. The need for research-based teacher training in Hungary has been confirmed. Further research should be carried out focusing on teaching strategies, methods and good practices where self-reflection and self-evaluation play a crucial role in enhancing self-regulatory learning

From 1950 onwards the ethnic and cultural structure of Dutch society has been radically changing. The influx of people from the former colonies, of refugees and foreign labour is especially noticable in the large towns and in industrial areas. Their children attend the regular Dutch schools; if necessary these schools receive facilities for extra language tuition and guidance. The institutes for teacher training have to accommodate themselves to this new situation in the schools, where Dutch is no longer the self-evident medium and where cultural differences have their effects in the classroom. The necessary changes in the teacher training curriculum must be effected by means of an innovation process emphasizing the links between socio-cultural issues and policies, and educational measures. To mention a few aspects: There is a continuing discussion about the question to what extent ethnic groups have to assimilate to the dominant culture, or if they have a right to preserve their own language and culture within a national and international context. In the U.S. there is a strong trend towards multi-cultural (intercultural) education offering possibilities for identification to all pupils. In the Netherlands intercultural education is promoted by the authorities as a way to create mutual understanding and respect between children of different ethnic backgrounds. The schools have problems in trying to implement the idea of intercultural education and the teaching of Dutch as a second language. Teaching staff are not prepared for this task, materials and guidelines are hardly available. In the shadow of these technical difficulties lies another less tangible problem: will all those concerned come to accept the new multicultural situation? NLO (New Teacher Training) Institutes in the Netherlands are now working on four problem areas: 1) establishing the educational needs of both allochthonous and autochthonous pupils with respect to intercultural education; 2) establishing criteria for learning materials in the sphere of intercultural education, including second language acquisition which is especially difficult when it comes to the technical languages connected with various school-subjects; 3) establishing the necessary professional preparation for teaching in a multicultural and multilingual situation; in terms of skills to be mastered and curricular materials for the training of these skills; 4) further changes in the curriculum of teacher training institutes to improve their functioning in a multicultural and multiethnic society.

The current study aims at exploring what teacher trainees expect from their cooperating teachers and what they really experience with cooperating teachers (CTs) in practice schools. A pre-practicum questionnaire (expectation) and post-practicum questionnaire (experience) were utilized in order to find the differences in teacher trainees’ expectations and experiences in practicum,. The data were gathered from 86 teacher trainees, who were in the practicum period in the last year of their education in ELT Department in a public university in Turkey. In order to triangulate the data collection, different instruments such as questionnaires, interviews and field notes were used. Both the qualitative and quantitative analyses were performed in this study. For quantitative analysis, the frequencies and mean scores for each item were taken; in addition, the T-test was utilized. For qualitative data, categories and sub-categories were formed. The areas in which help is desired and considered important by teacher trainees were analyzed under three main categories: Readiness for practicum, planning and reflection, and mentoring. The results showed that teacher trainees have considerable expectations from the CTs. On the other hand, the findings revealed that there was a statistically significant difference between teacher trainees’ expectations and experiences. The level of help provided by CTs was below the level of teacher trainees’ expectations. Implications and suggestions for further research were also highlighted for the stakeholders of the practicum process. DOI: 10.5901/jesr.2013.v3n7p235