Initial Teacher Training Students Research Articles

Skills for primary schools: movement and co-ordination resources

In this article we describe a small-scale project which focused on providing evidence-based resources for teachers and initial teacher training (ITT) students to support the movement and co-ordination development of primary-aged pupils in mainstream classrooms, thus building capacity in schools. The project developed a suite of resources which aimed to enhance quality first teaching skills in the early identification of children with movement and co-ordination difficulties and provided teachers and ITT students with a range of practical strategies, approaches and evidence-based research and literature. It was funded by an ITT Research and Development Award (SEN) from the Teaching Development Agency (TDA). [ABSTRACT FROM AUTHOR]

They give us homework! Transition to higher education: the case of initial teacher training

This article examines some issues surrounding transition to higher education. It is based on the case study of a cohort of Year 1 students in a modern university in England. The purpose of the study was to ascertain any potential transitional issues and therefore any areas for development in our Year 1 programmes to aid student progress. Data were gathered via semi‐structured questionnaires distributed to Year 1 initial teacher training students and their lecturers and through focused conversations with a group of students. The main findings of the study indicate that independent study and assessment processes pose challenges for students in their first year at university, and it is hoped that the outcomes of this research will contribute to a more informed transition from school to university through developing a clearer understanding of prior educational experiences that inform first‐year undergraduate expectations and needs.

Multi-point e-conferencing with initial teacher training students in England: Pitfalls and potential

This article reports on attempts to initiate multi-point e-conferencing between English teacher education students on school placements, their host teachers and their university tutors. A sociocultural perspective is adopted in analysing the project, using the metaphor of a ‘professional knowledge landscape’ [Clandinin, D. J., & Connelly, F. M. (1995). Teachers’ professional knowledge landscapes. New York: Teachers College Press] to make sense of participants’ experiences. Findings suggest that considerable difficulties exist not just in terms of technical challenges, but also in terms of ethics, values, complexity and communications in schools. A similar project undertaken in Singapore [Sharpe, L., Hu, C., Crawford, L., Gopinathan, S., Khine, M. S., Moo, S. N., et al. (2003). Enhancing multi-point desktop video conferencing (MDVC) with lesson video clips: Recent developments in pre-service teaching practice in Singapore. Teaching and Teacher Education, 19(5), 529–541] is used to highlight the contextual nature of these challenges. The paper concludes that the promotion of new technologies as a key part of current education planning in the UK is questionable with insufficient attention being given to the sociocultural implications of such change. Implications are drawn for universities, schools and for future policy development.

Attitudes of primary initial teacher training students to special educational needs and inclusion

In this article Joseph Mintz explores the importance of developing positive attitudes to SEN and Inclusion among primary teacher trainees. The research reported indicates that student attitudes towards SEN/Inclusion were generally positive, but that such views are fluid and subject to change during a course of training. The article reinforces the importance of Initial Teacher Training in developing a workforce that is attuned to the individual pupils in schools.

Experiencing and evidencing learning through self-study: New ways of working with mentors and trainees in a training school partnership

This paper uses self-study to analyse the development of a generative, research-based approach to mentoring initial teacher training students in a Training School/university partnership and its contribution to redefining teacher education practice. It focuses on the ontological values and co-learning of the authors as they work collaboratively with mentors to develop a democratic form of social practice and relations. The use of video to record the teaching and situated learning of mentors and trainees is explored as are the qualities and conditions which helped foster the shift in power relations between participants as they engaged in reflective dialogue and inquiry. Issues of sustainability and embedding such practices are addressed as is the contribution of practitioner-research accounts to the professional knowledge of other teacher educators, teachers and trainees.

Professional learning through a generative approach to mentoring: lessons from a Training School partnership and their wider implications

This article explores the development of a generative, research‐based approach to mentoring initial teacher training students in a Training School/university partnership. Drawing on data from mentors, trainees and pupils it describes two phases of development, both of which use video recordings of participants' classroom practice to stimulate reflective dialogue. The authors point to the additional pedagogical insights made available through accessing pupil voice and the potential contribution such learning conversations can make to transforming the professional knowledge of both mentors and trainees. They highlight the dispositions and conditions which support the co‐construction of this inclusive approach and how it has contributed to the development of the school as a learning community. The authors suggest its wider relevance and how it can contribute to the creation by the profession of a new epistemological base for professional learning.

Developing reflective practice in student teachers: collaboration and critical partnerships

This paper considers ways in which trainee teachers can be helped to develop their ability to engage in reflection on their practice. The context for the research is a Block School Experience developed by tutors in the School of Education and Lifelong Learning at the University of Sunderland. An exploration of the nature of reflective practice shows that a common element is the need for individuals to be aware of, and able to monitor, their own thinking, understanding and knowledge about teaching and to be aware of the different kinds of knowledge upon which they can draw to help develop their practice. Social interaction as a means of developing abilities in this area is considered important. In order to help students identify their own understanding of their practice and to engage in reflection on this, a placement in which they work in close collaboration with a critical partner from their peer group and members of school staff was introduced to their programme. The aim of the collaboration is to enable deeper thinking about practice in an atmosphere of supportive and constructive but honest feedback. The placement also included structured tasks to give focus to the reflection carried out. On completion of the placement, a sample of students and the teachers with whom they had worked completed questionnaires in which they were asked to respond to questions about the collaborative nature of the placement, the role of the tasks and the nature of the partnerships(s) which developed. Analysis of the responses showed that the design of the placement had encouraged students to consider a range of aspects of their practice and that the partnership with peers and experienced colleagues had enabled them to gain more understanding of their teaching. Some reservations about the collaborative nature of the placement were also expressed; students were concerned about difficulties in establishing a working relationship with their partner, whilst teachers were concerned about equity within the critical partnership. Insufficient data relating to the students’ use of theoretical knowledge in reflection means that no claims can be made in respect to the influence of such knowledge on their practice. The authors suggest that this is an area in which further research would be valuable in light of the increased role given to use of research by initial teacher training students in DFES/QCA (2002) Qualifying to teach. Professional standards for qualified teacher status and requirements for initial teacher training.

Initial teacher training students' attitudes to use of information technology and individual locus of control

Being in control of a computer has been found to be a significant factor in becoming involved in computer use yet, like all individuals, initial teacher training (ITT) students differ in how much they feel that they are in control. It is proposed that those who have a more internal locus of control (who are more likely to believe that they are in control of events) are more likely to enjoy being put in control of a computer. Thus they are more likely to have a positive attitude to using computers and become more involved in their use. This hypothesis was tested using a questionnaire survey of 153 postgraduate students in teacher training. It is concluded that there is a low but significant correlation between being internally controlled and being more prepared to use a computer. This correlation appears more strongly in those who have had little previous involvement with information technology such as the women in this study. This finding is important for those introducing ITT students to the use of IT so that appropriate software and teaching strategies may be selected.

An analysis of the rationales for learning history given by children and teachers at Key Stage 2

ABSTRACTSubject knowledge at Key Stage 2 of the English National Curriculum has recently assumed increased importance, leading, to an increased research interest in the forms of subject content knowledge and pedagogic content knowledge employed by teachers. This paper examines the extent to which teachers and pupils were aware of a specific subject curriculum rationale. The paper discusses the findings of an enquiry into the extent to which non‐specialist teachers (n = 40), initial teacher training students (n = 46) and Key Stage 2 pupils in four primary schools exhibited an understanding of the reasons why history should be studied, following the introduction of the National Curriculum for history in 1991. Results showed that experienced teachers had a tacit understanding of the aims of history produced by the National Curriculum Council, although students’ understandings were less well developed. Teachers had succeeded in transmitting some key ideas about why history should be studied to their pupils, although differences between schools show that teaching makes a difference. However, some pupils had only sketchy ideas about why they studied the subject or did not find it exciting or enjoyable.

Changes in Initial Teacher Training Students’ Perceptions of the Effectiveness of School‐based Mentoring over Time

Summary This article looks at mentoring in the Open University's Postgraduate Certificate in Education (PGCE) course: a distance learning, competence‐based course of part‐time Initial Teacher Training (ITT) for primary and secondary students. It emphasises the importance of school‐based mentoring, and looks at changing student perceptions of mentoring over the duration of the course. Questionnaires and interviews are used to explore a range of issues about mentoring in ITT. The findings suggest that students become more discerning about, and more critical of, their mentors as the course proceeds. Some attempt is made to suggest how these attitudes can be improved. The mentors’ perceptions are compared with those of the students.

The electronic library and distance resourcing: The Exeter experience

Changes increasing the school‐based component of Initial Teacher Training (ITT) courses have placed many ITT students in a distance learning situation. The one year Postgraduate Certificate in Education (PGCE) Secondary course at the University of Exeter is numerically large with well‐above average loans amongst the Exeter ITT community. This article looks at the possibilities afforded by the electronic library in this context, considers alternative strategies and details the results of a questionnaire and analysis of library lending patterns of the PGCE group over a two year period. ‘Dial‐up’ use of the electronic library proved to be very small. However, the results demonstrate that electronic access to information services is technically feasible and should be seen as one option in resourcing distance learning although ideally used in combination with other features such as postal loans. Success of ‘dial‐up’ access has less to do with the technology involved and more to do with individual motivation and need, availability of alternative resources, access to computing equipment and the costs incurred.

Mentors’ Perceptions of their Roles with Students in Initial Teacher Training

Abstract Issues have been raised in The Cambridge Journal of Education by Edwards and by Booth about how the work of schools and colleges in initial teacher training can be complementary. In the study reported here, arrangements were made for teachers to spend time mentoring students. The students reported feeling the benefit of this. Although the mentors felt that even more time was required for mentoring than was officially allocated, they were positive about the value of mentoring. Their self‐reports showed that they had perceived themselves as playing roles which could be viewed as complementary to, rather than as duplicating, the roles of tutors. Accordingly, the study brings evidence to bear on the current debate about complementarity in the roles of colleges and schools in initial teacher training

The Nature and Extent of Economic and Industrial Understanding among Initial Teacher Training Students: a survey of course members in academic session 1992/3

ABSTRACT The cross curricular element of Economic and Industrial Understanding (EIU) is viewed as a theme having a basis of knowledge and understanding in addition to providing experience in the acquisition of skills and attitudes. All teachers are required to contribute to the success of this theme and previous studies have noted their initial unease. This paper seeks to explore this unease by considering the results of a survey based on questionnaire analysis into the extent of Economic and Industrial knowledge, understanding skills and attitudes of students embarking on a teacher training course. The survey was conducted with members of one year Primary and Secondary courses, and those following a four year concurrent Secondary course at the University of Hull. Data on the personal background of students was collected prior to assessing performance on a range of tasks seeking information on the respondents' knowledge, understanding, skills and attitudes in the area of EU and closely modelled on require...

Preparing all initial teacher training students to teach children with special educational needs: a case study from England

ABSTRACT The successful education of children with disabilities and special educational needs in ordinary schools depends on all teachers having a basic core of relevant information, knowledge and skills, as well as positive attitudes to the education of such children in ordinary schools. This paper discusses recent developments in the incorporation of compulsory and optional elements concerned with meeting special educational needs into the initial (pre‐service) training of teachers. The paper will draw on current practice and problems in the United Kingdom.

The Use of an Industrial Simulation in Initial Teacher Education: an exercise in reflective learning

Abstract The schools‐industry movement advocates the development of greater industrial awareness in pupils through experiential learning methods. It follows that student teachers need to be prepared for this work in a similar way. Such experiential work, to be effective, needs to be reflective. The use of such ‘reflective practice’ is an important strategy in teacher education in its own right This paper explores these ideas in the context of an industrial simulation run in school, by students in Initial Teacher Training, involving local industrialists. Such an activity can play a valuable part in preparing such students for initiatives such as TVEI, and can enhance their personal and professional development. However, when several agencies are combining on a single project, they approach the activity with differing objectives. These need to be recognised in the planning, so that valid compromises can be achieved.