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Cameron, Joy. "Physical education : meeting the needs of primary trainee teachers and trained teachers." Thesis, University of Huddersfield, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438072.
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Cain, Timothy. "Mentoring trainee music teachers." Thesis, University of Southampton, 2006. https://eprints.soton.ac.uk/192637/.
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This study analyses the relationships between Secondary school music trainee teachers and the mentors who are primarily responsible for training them to teach music. The methodology was an in-depth collective case study of a sample of trainee music teachers and their mentors, adopting primarily the methods of non-participant observations and interviews. The study is located within a review of pertinent theories of mentoring and an analysis of empirical research. This analysis compares studies of ITT mentoring in different contexts, and demonstrates that, despite the diversity of mentoring practice, research has produced findings which are consistent across two or more studies. The collective case study consists of five individual cases ofmentoring relationships, each of which is presented so as to preserve its individuality. The talk in meetings between trainees and their mentors is then analyzed drawing on Mercer's (1995) typology of classroom talk as exploratory, cumulative and disputational. The analysis shows that exploratory talk has an underlying structure which is missing in cumulative and disputational talk. Analysis ofthe talk also reveals three further types of conversation between mentors and their trainees which are characterised as solo conversations, short conversations and parallel monologues. The study has two major conclusions: first, that in mentoring conversations exploratory talk is more likely to promote productive reflection than other types of talk, and second, that the potential for exploratory talk to promote reflection may not be fully realised by music mentors.
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Tummons, Jonathan. "The assessment of trainee teachers : an ethnography." Thesis, Lancaster University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654460.
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Dominant discourses of quality assurance in UK higher education posit assessment as a transparent and rigorous process through the ascription of the two key and inter-related concepts of validity and reliability. Drawing on ethnographic research into the assessment procedures and practices of one teacher-training course in England (a part-time course for teachers in the learning and skills sector which is delivered on a franchise basis across a network of further education colleges), this thesis demonstrates that claims to assessment validity and reliability are contestable. The thesis draws on three complementary social practice theories (communities of practice, new literacy studies and actor-network theory) in order to reveal assessment as being a complex, localised practice characterised by contingency and improvisatory behaviours on the part of both tutors and students, mediated by a variety of genres of textual artefacts. These divergent and complex practices are shown to disrupt dominant managerialist discourses of assessment practice in higher education. They are also shown to disrupt dominant definitions of learning, teaching and assessment in higher education, which predominantly rest on models of individual cognition and transferable skills, and which this thesis critiques through the use of social practice accounts of learning within communities-of practice. The thesis demonstrates that assessment is more contingent and complex than dominant discourses of assessment practice in HE allow, thereby problematising claims to reliability and validity. The thesis makes contributions to current literature and research in two ways. Firstly, it concludes by offering a series of suggestions as to how assessment validity and reliability might be enhanced or reframed. Secondly, it demonstrates how communities of practice theory can be used critically to explore pedagogic activity, including assessment, within formal educational settings.
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Burrill, Paul Geoffrey. "An evaluation of trainee teachers' perceptions of mentoring." Thesis, n.p, 2003. http://ethos.bl.uk/.
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Yatim, A. M. "Some factors affecting bilingualism amongst trainee teachers in Malaysia." Thesis, Bangor University, 1988. https://research.bangor.ac.uk/portal/en/theses/some-factors-affecting-bilingualism-amongst-trainee-teachers-in-malaysia(08e2e23a-838f-4c67-a56d-6b430a2110b0).html.
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The thesis is contextualized in the theory and research surrounding bilingualism and second language learning. In particular it concerns attitude to language as a key construct in the explication of language policy within a country. Three chapters provide the background to the research of the thesis. The first two chapters concern the history of the language situation and of bilingual education in Malaysia and consider how Bahasa Malaysia has recently been accorded increasing status in order to foster national unity and integration. The third chapter reviews attitude theory and measurement as it relates to language, with consideration of the world-wide research into language attitudes. The thesis proceeds to report two investigations carried out at four Teacher's Colleges in Malaysia. The investigations aimed to identify the major dimensions of language attitudes using a questionnaire approach. In both investigations, a factor analysis revealed five very similar dimensions: (i) a general instrumental and integrative orientation towards the English language, (ii) parental encouragement towards the English language, (iii) students' anxiety, boredom and nervousness in learning the English language, (iv) students' attitudes towards the home xiv country, its values, culture and language and, (v) students' attitudes towards foreigners. The study also examined the relationship between these five factors and selected variables such as gender, age, ethnic and home language, college and religious affiliation and parental educational background. The variety of inter-relationship help to validate the factor scales and provide an innovative scenario of differences in attitude amongst various groups of Malaysian trainee-teachers.
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Bromfield, Carolyn. "Behaviour for learning : an analysis of trainee teachers' concerns." Thesis, University of the West of England, Bristol, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444528.
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Stone, Glenn. "Entering the profession(al organisation) : trainee teachers conception of professionalism." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/401229/.
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This thesis examines the way in which primary education trainee teachers in England are socialised into organisational professionalism as a result of their Initial Teacher Training experiences. It reports on research conducted within a small, post-1992 university in the South East of England. Data were collected from interviews with, and questionnaires completed by, School Direct, undergraduate and postgraduate trainees’ at the end point of their Initial Teacher Training. The main findings suggest that trainee teachers experience organisational professionalism themselves and observe other teachers working within an educational culture that fosters organisational professionalism. Qualitative and quantitative data support an argument that trainee teachers accept aspects of organisational professionalism as being part of teaching today. However, they also hold onto beliefs about teaching that may conflict with the demands of organisational professionalism. Trainee teachers from three different routes into teaching had experienced aspects of organisational professionalism through their school-based training. This experience often relied on trainee compliance as they conformed to the expectations of a range of sources of authority, often resulting in standardised practices within schools. Practice in school was seen to be justified within a performativity agenda, with the need to raise standards and work in ways that were perceived to be acceptable by external inspection. Findings add to the body of knowledge about teacher preparation and in particular, this thesis offers empirical support to the theoretical discussion of organisational professionalism within teachers’ work as conceived by those that are at the end of their initial training.
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Sari, F. "An exploration of Indonesian EFL trainee teachers' beliefs and their teaching practice about facilitating learners' willingness to communicate (WTC)." Thesis, University of Exeter, 2019. http://hdl.handle.net/10871/36302.
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The main purpose of this research is to investigate the beliefs of trainee teachers regarding generating English language learners' Willingness to Communicate (WTC), the relationship between their beliefs and practice and the influence of teaching practicum to their beliefs. This study took place in the Indonesian context in which EFL trainee teachers' belief-practice relationships regarding learners' WTC is still an understudied domain. Thus, this study was designed to fill this gap in current research. Three Indonesian EFL trainee teachers participated in this study during their teaching practicum. The study is within an Interpretive paradigm and utilizes a case study approach. Methods of data collection included classroom observation and semi-structured interviews. The findings showed that trainee teachers' learning experience significantly influenced their beliefs and governed their teaching. Some of the trainee teachers' beliefs were clearly manifested in their actual teaching (e.g. using explicit approaches particularly in teaching grammar). Other beliefs (e.g. creating interactive classroom activities) were not demonstrated. Several intrinsic factors such as trainee teachers' English proficiency level and confidence, and extrinsic factors such as large class size and students' responses were found to affect the relationship between trainee teachers' beliefs and practice. Most of their beliefs (e.g. learners' language knowledge as the key factor to communicate in English) remained unchanged after the practicum. Other beliefs, such as the need to use English and BI proportionally were not enacted in their teaching practice during the classroom observations. This study provides important implications for initial English language teacher education programmes, teacher professional development and for the field of teacher cognition and WTC.
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Nawaz, Neelum. "Perspectives on the status of the teaching profession in Pakistan : an investigation of trainee teachers' reasons for choosing the teaching profession, the role of the teacher and problems faced by trainee teachers." Thesis, University of Huddersfield, 2013. http://eprints.hud.ac.uk/id/eprint/19317/.
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This thesis mainly analyses the trainee teachers’ reasons for choosing the teaching profession, the problems faced by them, perceptions about the role of a teacher and views about the status of the teaching profession in Pakistan. This study considered both trainee teachers and teacher trainers from a Teacher Training Institute, to examine the reasons for choosing the teaching profession in Pakistan. To seek the answer to the research questions of this study, grounded theory procedures are used to explore the views of participants and to provide an in-depth understanding in a particular context. In this research study, the research data are collected from three groups of participants by conducting one-to-one interviews and focus group discussions. On the basis of the views of research participants, four major research categories are established and under each research category different sub categories are formed. It is reflected in the findings of this study that trainee teachers face many problems and difficulties in the Teacher Training Institute. Data analysis indicates the teaching profession is often associated with low achievers and poor people. It is also considered a respected profession and trainee teachers have a desire to bring positive changes to Pakistani society by adopting the teaching profession. Furthermore, teachers have a significant role in Pakistani society as there are very high expectations of a teacher; and many good qualities, roles and responsibilities are associated with a teacher. The results of this study indicate there is a great influence from the social, cultural and religious norms of Pakistani society on the participants' perceptions and understanding about the different aspects of this study.
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Morris, Beverley. "Mentoring trainee teachers in the voluntary and community sector : a case study in initial teacher training." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11296/.
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This thesis is a case study of a small number of Voluntary and Community Sector (VCS) education providers in the East of England. It focuses on their response to the introduction of mentoring for Initial Teacher Training (ITT) and aims to describe existing interpretations and practice, highlight confusion and concerns and offer insights into the next steps for both the VCS and providers of ITT courses in the wider sector. From 2007, all new teachers in the Post Compulsory Education and Training sector are required to undergo ITT which includes mandatory mentoring support. This research was undertaken in the period immediately following the introduction of this requirement. Data was collected through a focus group and individual interviews with managers and teachers from diverse VCS organisations. This allowed for a range of opinions to be heard, analysed and interpreted and some comparisons to be drawn across and within organisations. The choice of a thematic analysis using the tools of grounded research ensured that the data could emerge and be constantly questioned as part of the research process, to avoid researcher influence wherever possible. Links have then been drawn between existing theories of mentoring and the research findings leading to conclusions to inform users and providers of mentoring and suggestions for further research. The findings can be summarised into six key points - • the definition and purpose of mentoring and the role of mentor leading to a continuum of confusion • support is identified by VCS providers as the key element in a mentoring relationship • activity is taking place in the VCS that could be described as mentoring but is unvalued and undervalued • VCS providers feel that other providers offering mentoring for ITT need to be aware of the specificity of setting and the ethos of individual organisations • there is little resistance to the introduction of mentoring for ITT into the VCS with an implicit acceptance that it is a good thing • the models of mentoring currently in use are based on inadequate pragmatism as they are a compromise.
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McKenzie, E. M. "Trainee teachers' experience of reflection : personal and social constructions of experience." Thesis, Open University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539426.
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Laxton, Kerry Lesley. "Trainee teachers and lesbian, gay, bisexual and transgender issues in education." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021597/.
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This research explores the attitudes of a group of Postgraduate Certificate in Education citizenship student teachers in London in 2012 towards lesbian, gay, bisexual and transgender (LGBT) issues in education; their own perceptions of their abilities to deal with LGBT education within schools; the training they have received from their teacher training institutions in this area; and how this training may be improved in the future. The research was carried out using a written response questionnaire and five vignette scenarios to which the trainees had to respond. The findings are discussed under themes including the awareness of LGBT legislation in education; preparedness for, confidence in and the importance of LGBT education; and teacher training in this area. References to legislation from 1967 to 2013, including the Equality Act 2010, are made, and Banks‟s (2004) Dimensions of Multicultural Education model is drawn upon to suggest possible developments in teacher training in this area. The research finds that the trainee teachers have a strong sense of commitment and genuine determination towards addressing issues of homophobia and they express the importance of equality within schools on this issue. However, many also feel unprepared in regard to their knowledge and the strategies they can use when approaching some LGBT issues, expressing anxieties in certain situations, especially those which cannot be easily planned for, such as delivering the topic within lessons. The research therefore argues for improvements in LGBT training for postgraduate students as they prepare to enter the profession.
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Sweeney, Christopher. "Social class, habitus and reflexivity : an analysis of trainee teachers' understandings." Thesis, University of Brighton, 2017. https://research.brighton.ac.uk/en/studentTheses/dc225ce9-34e3-463c-9419-1e5669cf3add.
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This thesis examines the relationship between trainee teachers’ social class backgrounds and their early professional identity development in placement schools. Reasons why they seek to train in specific schools and how trainees’ social class backgrounds affect their choice of placement schools is explored. The concepts of dispositional understanding and habitus are used to develop an understanding of the social class values trainee teachers bring to an initial teacher training course and consequently, how these concepts are made manifest during training placements. My epistemological position as a qualitative researcher defines the framework for how I gather and interpret my data. Using interviews that explore social backgrounds and details of placement experiences provides data that is rich in personal detail, as well as giving insight into how trainees perceive their training placements and early career professional identity development. The findings indicate that trainees research their school-based placements in order to ensure that they have an increased chance of successfully completing their training. This leads to trainees preferring placements in what they perceive to be successful schools. Making such choices reduces the potential for failure through coming into contact with school students who may, through the trainees’ perceptions of such students, disrupt trainees’ progress. In doing so, they seek to detach themselves from students whom they perceive may damage their chances of successfully completing placements and ultimately, their entry into teaching. Analysis of trainees’ recall of taught elements of their training reveals that they privilege information relating to ethnicity, race, gender or religion over students’ socio-economic status. Finally, analysis of policy shows that with future changes to initial teacher training there are implications for courses due to elimination and recruitment to schools in areas of social deprivation.
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Mills, Sara Rose. "Changing direction : trainee teachers' beliefs about, and perceptions of, creative practice." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15478.
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In recent years there has been increasing interest in developing greater creativity in education. This study focuses on trainee teachers during their initial teacher education and explores their beliefs about and perceptions of developing greater creativity in their practice. The work is located within the context of a school-based initial teacher education course and considers whether and how continuing moves towards school-based training in England can support the impetus towards greater creativity in teachers and their pupils. The study draws from qualitative research undertaken with a small group of trainee English teachers during a one-year School-based Initial Teacher Education course in England. Working from a social constructionist perspective, this research uses the methodology of Action Research. Employing a range of qualitative methods, including discourse analysis of group discussions, individual interviews, a silent discussion, and writing and analysing metaphors, it provides some insight into the trainee teachers’ complex understandings of creativity in the classroom, and how these understandings connect with their developing identity as teachers and with their pedagogy, practice and philosophy. It offers an insight into the trainees’ beliefs about and perceptions of moving towards creativity in their teaching, and the barriers and supports to such practice they encounter, both within the training course and in the partner schools. Reviewing a range of approaches to teaching and learning and considering the trainees’ beliefs and perceptions, the study suggests that agency is central to creativity, and that approaches which support the agency both of trainee teachers and of pupils are most likely to result in greater creativity in the classroom. The study regards creativity as a situated and highly contextual quality, and discusses practical approaches to teaching and learning, gathered under the term Creative Practice, which may be most likely to occasion greater creativity in the classroom. It offers suggestions for teacher educators as to how to better support trainee teachers in moving towards Creative Practice.
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Upton, Pamela Rose. "Re-positioning the subject: trainee English teachers' constructions of grammar and English." Thesis, University of Nottingham, 2005. http://eprints.nottingham.ac.uk/10168/.
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There is a requirement, within Key Stages One to Four of the National Curriculum for English, that pupils should be taught various aspects of Knowledge About Language which draw on an explicit understanding of English grammar. Many English teachers find themselves ill-equipped to deal with grammar, not only because they have gaps in their own knowledge, but because they struggle to reconcile the teaching of grammar with the progressive philosophies which have underpinned English teaching in recent decades. A number of studies have explored the philosophies of English teaching. My aim was to examine the perceptions of trainee English teachers on grammar and its place in English teaching within the context of changing definitions of English, and specifically the National Curriculum version that they would be teaching to. A mixture of quantitative and qualitative data from questionnaire surveys and interviews enabled me to make a detailed description of trainees' prior experience of learning grammar and their feelings about teaching it. However, when I came to analyse their understandings of grammar and English, I came up against issues of interpretation and epistemology which caused me to re-think my analytical approach and my overall methodology. The problem was that questions on the meanings of grammar and English teaching had generated a complex, wide-ranging and often contradictory set of responses. I felt a conventional method of coding and analysis could not adequately reflect the intricate, shifting nature of trainee perceptions at this early stage of their apprenticeship. Allied to this were problems of epistemology: the dangers of treating data as fact at a time when the view of my respondents on teaching and on themselves as teachers were in a state of transition. My solution was to change my analytical method, to treat the data as discourse, to use discourse analysis to explore the multiple meanings of English and grammar for trainee teachers and to construct a model which could reflect the fluidity, the contradictions and the potentialities of this discourse. In this way I was able to provide evidence of a transformative process whereby trainee constructions of grammmar were broadening and becoming more compatible with their constructions of English and of themselves as English teachers, while at the same time demonstrating the contradictions and conflicts which continue to characterise subject English.
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Yeomans, Robin Michael. "The influence of school staffs on primary PGCE trainee teachers' professional learning." Thesis, University of Plymouth, 2000. http://hdl.handle.net/10026.1/1160.
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This thesis is a multi-case study of the placement professional learning of fifteen primary PGCE trauiees within the school-based part of teacher training. It is concerned with the influence of individual staff, especially mentors and host class teachers, as well as of whole staffs and sub-groups, on adult and pupil oriented aspects of teachers' jobs (though excluding a detailed study of the development of subject knowledge or of specific classroom skills). A participant observer strategy was used within a grounded theory approach to develop agenda for semi-structured interviews with trainees. The main findings are that trauiees leamt through four modes of learning: as observers, participating observers, participants and observing participants. Self-reliance was important for trainees' learning, but relationships with individual staff (especially mentors and host class teachers) were important and constractive influences when such staff adopted a 'learner modeV of intervention. Whole staffs were important influences on trainees' professional development when trainees were accepted as fiill or quasi-staff members, particularly in terms of the interadult dimensions of teachers' jobs. Trainees were expected to 'fit in' with staffs' wa.ys of working, even when their value systems clashed with those of placement teachers. Then, trainees were often constrained by a power imbalance implicit in their status as leamers. Trainees responded by compHance, engagement, strategic compromise or nonconformity, with engagement most likely to gain staff support and enhance trainees' learning. Conclusions are that school-based training underestimates the complexity of workplace learning, and that inequity is possible. Staff cultures influence powerfiilly both trainees' learning and staffs' treatment of them. PGCE trainees tend not to become acculturated, though sometimes at the cost of restricted capacities to leam. Learning about the uiteradult dimensions of teachers' jobs is haphazard, and is largely ignored by official teacher training curricula. Finally, specific reconunendations are made for trainees, placement schools, university teacher trainees and national teacher training policies.
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Kirkman, John Robert. "Trainee teachers' understandings of news stories about science : beyond ideas about uncertainty." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/4407/.
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This study explores how science and history trainee teachers, who have different amounts of higher education in science, respond to news reports about science. In semi-structured interviews, using researcher and reader selected articles, readers were asked about the likelihood of veracity of knowledge claims and also their reactions to what they read. The thesis reports a range of heuristics which served to increase, or decrease, epistemic distance and so make the reader more or less willing to accept scientific claims as true. The quality of participants’ responses to news stories was also examined by using concepts maps to identify the extent to which ideas were interconnected. Concept maps were found to have a networked structures for both groups of participants, however, there was limited evidence for participant use of ‘ideas about interconnectedness’, thus there was limited evidence of epistemic thinking. The veracity of news stories is largely indeterminate for the non-expert reader given the limited information contained in the story and so readers’ multiple understandings are emphasised. Overall, there was not much difference between the two groups of readers.
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Roosken, Barbara. "Stories of resilience : exploring resilience amongst part-time trainee teachers in the Netherlands." Thesis, University of Roehampton, 2017. https://pure.roehampton.ac.uk/portal/en/studentthesis/stories-of-resilience(ca107d4c-81bd-4a37-ae48-788dd2e1a594).html.
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This research investigates what teaching experiences, strategies and factors impact on early career teachers’ (ECTs’) resilience in secondary colleges in the south of the Netherlands. The ECTs are undergraduate trainee teachers who are enrolled as part-time English as a Foreign language students. Semi-structured interviews were conducted with twelve individual ECTs from three different cohorts, twice in the timespan of two years, in order to get access to the reality of everyday school life viewed through the ECTs’ lens. The three different cohorts consisted of four beginning ECTs, four regular ECTs and four long-term ECTs. Data was collected over a two-year period and included recorded interviews with ECTs, line drawings, relational maps, ECTs’ portfolios and the researcher’s memos. The participants recalled their teaching experiences by means of analysing critical incidents that occurred in their classrooms. The data collection, analysis and discussion were organised into twelve cases. A thematic data analysis was used (Guest et al., 2012; Braun & Clarke, 2013), with the help of ATLAS.ti 7 software. The findings show that the ECTs were often expected to take on the full range of teaching tasks in isolation, with little support to cope with all the demands of their new role. The ECTs found that personal factors, such as self-efficacy and a sense of agency, helped develop their resilience, as well as contextual resources provided in schools and by employing bodies. Although the development of resilience was different for every ECT, participants also shared common strategies that contributed to development of resilience, such as emotional regulation, seeking renewal, goal setting and help seeking, when overcoming the setbacks they experienced. By identifying strategies that impact on resilience, this research has strengthened the guidelines on which induction programmes at Teacher Education Colleges can be made. It is suggested that ECTs are mentored around developing resilience strategies, in order to increase their confidence to work and teach in a new school environment. It is argued that the critical incidents approach, designed to support ECTs in building stories about their teaching experiences, could be used as a teaching methodology for trainee teachers at Teaching Education Colleges.
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Husk, Michael John. "Case studies of school-based conference mentoring of trainee teachers by cotutor mentors." Thesis, University of Essex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302634.
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Al-, Ghafri Mohammed Said. "Learning to teach algebra : secondary trainee-teachers knowledge of students errors and difficulties." Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250076.
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Siekierska, Christina. "Investigating the assessment strategies used to assess primary trainee teachers on teaching practice." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6034/.
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The National Student Survey (NSS) reveals that in the UK Higher Education students are generally dissatisfied with course assessment and feedback processes. This thesis investigates and evaluates a range of assessment and feedback strategies used during Initial Teacher Training (ITT) teaching practice. The views of trainee teachers, school based tutors and university based tutors with regard to the effectiveness of these strategies are also evaluated. A cross sectional research design employing questionnaires, interviews and a focus group interview was used to obtain and analyse data. The findings show that overall, the stakeholders in this study are satisfied with the assessment processes used to assess trainee teachers on teaching practice. These research findings are contrary to the NSS data. Insights gained contribute to the knowedge of the assessment of ITT trainees. This thesis indicates why the assessment strategies used on teaching practice are effective. The lesson observation and subsequent discursive feedback and action point setting is regarded as the most effective assessment strategy. Analysis of the research data suggests that lesson observation and feedback is effective because it provides an authentic assessment experience. The thesis argues that authentic assessment strategies have a positive impact on student experience.
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Tapia, Carlin Rebeca Elena. "Analysing trainee beliefs about thesis writing and professional development in a constructivist thesis writing experience." Doctoral thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/76856.
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"December 2008".Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Dept. of Linguistics, 2009.
Bibliography: p. 299-327.
Introduction -- Literature review -- Study 1 -- Study 2 -- Conclusions.
The aim of this case study was to identify the beliefs of eight pre-service teachers about thesis writing and professional development while and after writing their BA thesis through diary and survey inquiry. This research was conducted in the teaching area of the major in Modern Languages (LEMO) from the Autonomous University of Puebla (BUAP). The methodology used to identify trainee beliefs was applied in two periods: during the process to include reflection in action, and after the process obtaining reflection on action as suggested by Schön (1983, p. 26). Thus, the participants wrote their electronic dialogue diaries while taking the two Research Seminars and writing their thesis. In this diaries they expressed their thoughts and feelings, sent them to the teacher and the teacher answered them also via e-mail. Then, when the Research Seminars had finished, they answered the questionnaire called Thesis and Professional Development Questionnaire (TAPDQ), which was especially designed for this research taking insights from Eraut (1995), Fullan(1995), Burns et al (1999), Schmekes (2004) and Viaggio (1992). This questionnaire contains Likert scales and some open questions. The findings of these studies reveal that participants were aware of their lack of expertise in thesis writing and they looked for strategies to overcome this problem. Also, the findings suggest that the participants were benefited from the constructivist methodology employed in the Research Seminars. Most of the participants reported having acquired skills, knowledge, having improved their attitude and having become better students after writing their thesis. This doctoral thesis begins exploring an area that has not been explored on ELT teacher cognition at least as reported in the research reviews done by Borg (2003, 2006) and Reyes & Rodríguez (2007). It aims to contribute to get a better understanding the thesis writing processes in teacher education programmes in public universities in Mexico.
Mode of access: World Wide Web.
xvii, 359 p
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Kunc, Richard Vasek. "Issues of job expectation and job satisfaction affecting the recruitment and retention of trainee teachers and newly qualified teachers." Thesis, University of York, 2005. http://etheses.whiterose.ac.uk/9878/.
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Mattock, Edwina Dorothy. "Professional identities in transition : the perceptions of in-service trainee PCE teachers undertaking an initial PCE teacher-training course." Thesis, Open University, 2010. http://oro.open.ac.uk/54535/.
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A change in government policy and perception regarding the importance of the Post Compulsory Education (PCE) sector to the economy has led to an increase in the professionalisation of the sector as a whole. This in turn has led to changes in training for teachers who work in PCE - the latest of these changes took place in September 2007 and required all those working as teachers in the sector to acquire a licence to practice and work towards qualified teacher status (QTLS) through continuous professional development (CPD). This study focuses on in-service trainee teachers undertaking a PCE initial teacher-training course and explores the transition from trainee to professional teacher. Using participant produced drawings and stories, and follow-up interviews, trainee teachers voice their own interpretations and perceptions of teacher-training, teachers and teaching. In addition, interview data from four participants designated as experts (experienced teachers who were working, or had worked, on teacher-training programmes) were included to add insight into policy change from the teacher-educator viewpoint. The aim of this study was to highlight individual perceptions of a lived experience - how trainee teachers saw the role of teachers and experienced the teacher-training process. The acquisition of teaching qualifications was seen by the trainees in this study as an important progression in their professional development because they were an acknowledgement of professional competence. This was also seen as a necessary part of acquiring a teacher identity in that it raised the status of the trainees and recognised their professional approach to their practice. For some of the trainees accepting their capabilities to perform the teaching role was easier than accepting an identity change - they considered themselves to be works in progress. Data provided by the trainees also showed that personal qualities were as equally valuable in the development of a professional teacher an idea not given emphasis in the new teacher-training course.
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Damio, Siti Maftuhah. "Seeking Malay trainee English teachers' perceptions of autonomy in language learning using Q methodology." Thesis, University of Nottingham, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.594590.
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Greater learner autonomy has, in recent decades, become recognised as a worthy goal in the field of foreign language learning. However, it is difficult to find a consensus view in the literature concerning the definition of the concept. One area of debate is the extent to which autonomy in language learning (ALL) is universally applicable, or whether versions of autonomy exist which are defined culturally or contextually. To attempt to address this debate, a study was carried out in the specific context of Malaysian higher education. The subjects were four cohorts. totalling 31 participants, of Malay trainee English teachers in a Malaysian public university. The aim was to examine the conceptions, practices and cultural influences of autonomy in language learning. Q Methodology was chosen as a means of systematically exploring subjective viewpoints, enabling pattern recognition of perspectives obtained. To provide further insight into the topic, three interviews were carried out. Findings relating to the conceptions found in the data obtained showed that there were four perspectives to autonomy in language learning in this particular context. To the questions on practices, findings indicated that practices of autonomy in language learning were more prominently located in the classroom, although the role of learning outside of the classroom was acknowledged. Findings on the role of culture suggested that an amalgamation of the individual and the social is encouraged. In addition to looking at the perspectives on autonomy in language education, this study carried out an investigation concerning the extent of effectiveness of Q Methodology for researching subjectivities in autonomy in language learning. The findings showed that the prospect is encouraging for Q Methodology is found to be educational. creative and environmentally friendly. This study offers a development to the dynamic concept of autonomy in language learning by suggesting that the incorporation of the collectivist and Islamic perspectives of Malay culture to the concept will encourage greater autonomy in language learning among Malay trainee teachers. The use of Q Methodology, which can be constructive for participants and researchers alike, is enriching, and using Q Methodology in appropriate language learning research is encouraged.
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Alotaibi, Fahad Mazaed. "Classroom simulation for trainee teachers using 3D virtual environments and simulated smartbot student behaviours." Thesis, De Montfort University, 2014. http://hdl.handle.net/2086/10080.
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his thesis consists of an analysis of a classroom simulation using a Second Life (SL) experiment that aims to investigate the teaching impact on smartbots (virtual students) from trainee teacher avatars with respect to interaction, simulated behaviour, and observed teaching roles. The classroom-based SL experiments' motivation is to enable the trainee teacher to acquire the necessary skills and experience to manage a real classroom environment through simulations of a real classroom. This type of training, which is almost a replica of the real-world experience, gives the trainee teacher enough confidence to become an expert teacher. In this classroom simulation, six trainee teachers evaluated the SL teaching experience by survey using qualitative and quantitative methods that measured interaction, simulated behaviour, and safety. Additionally, six observers evaluated trainee teachers' performance according to a set of teaching roles and roleplay approaches. The experiment scenario was set up between smartbots, trainee teacher avatars, and observer avatars in the virtual classroom, where smartbots are intelligent agents managing SL bots, and where groups are similar to one another but are under programming control.
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Exton, Carrie. "Psychosocial stress and subjective well-being in trainee teachers : evidence from survey and diary studies." Thesis, University of Oxford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442942.
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Ali-Hamada, Taghreed. "A suggested programme for developing the pedagogical grammatical awareness of Egyptian English language trainee teachers." Thesis, University of Southampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301036.
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Kilty, Priscilla. "Being and becoming : a biographical study into the transformative learning processes of three trainee teachers." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/170455/.
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This study employs both biographical and autobiographical approaches in order to develop an understanding of the complex and developmental nature of adult learning as a way of being and becoming a teacher in further education. Learning as a way of 'being' provides a substantive and lasting learning which is essential in today's constantly changing and challenging world (Vaill, 1996). The process of 'becoming' is narrated in the autobiographical stories of the three trainees and highlighted as part of their transformative learning process. These stories written by each trainee provide insight into the interactional moments and perspective transformative changes experienced by the trainees. Data analysis comprised of a hermeneutical interpretation of the trainee's autobiographies, using Denzin's biographical method, and a mapping of Mezirow's Ten Phases of Transformative Learning. In addition the personal voices of each trainee as generated through in depth interviews were analysed using Mezirow's Five Stages of Perspective Transformation and Brookfield's Affective Domains of Adult Learning. This detailed analysis revealed the complexities of the transformative learning processes experienced by the three trainees. Thereby enabling conclusions to be drawn as to the extent to which they each followed Mezirow's stages of perspective transformation and Brookfield's affective domains.
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Holmes, Prudence Margaret. "Additive, adversative and causal discourse markers their use, abuse and remediation in the writing of trainee teachers of English /." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626561.
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Al, Dalan Bader. "The relationship between mathematics teachers' content and pedagogical knowledge and their handling of student contributions : the case of Saudi trainee primary teachers." Thesis, University of East Anglia, 2015. https://ueaeprints.uea.ac.uk/54956/.
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This research aimed to investigate how Saudi mathematics trainee primary teachers respond to their students’ contributions and the reasons for their actions. Also, to outline the possible influence of teachers’ knowledge, both subject matter knowledge (SMK) and pedagogical content knowledge (PCK), on their handling of students’ contributions. To achieve these goals five participants were observed for eight lessons each and interviewed. The data from three out of the five participants formed three case studies of teachers with differences in terms of their SMK and PCK. Three lesson observations for each case plus the interviews were analysed. The Knowledge Quartet framework was used to analyse the data in order to highlight the knowledge of the trainees and to direct attention towards the incidents where the teachers responded to the students’ answers. The interactions in these incidents were also analysed by the (Initiation-Response-Feedback) IRF tool to classify the teachers’ responses in relation to the students’ contributions. The findings suggest that the trainees responded to the students’ answers usually with one of two types of response. Confirmation actions in which the teachers confirmed the correctness or the fault of a given answer and questioning actions where the teachers asked further questions usually before making a decision about the answer. They reasoned their ways of accepting correct answers into two types of reasons: class-focused and individual-focused actions. Conversely, the teachers’ justification of their rejection of incorrect answers fell into three groups: protection actions, checking actions and other. Moreover, the teachers’ SMK and PCK have influenced their response to the students’ answers. Their response approach was mainly shaped by the teachers’ beliefs of how mathematics is best learnt whereas PCK influenced the quality of their responses. Also, they depended mainly on their SMK, and to some extent on their PCK, in deciding to accept or reject answers.
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Colclough, Nicholas Denys. "Trainee teachers and ionising radiation : understandings, attitudes and risk assessments. A descriptive study in one institution." Thesis, University of Birmingham, 2007. http://etheses.bham.ac.uk//id/eprint/55/.
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This study described UK trainee teachers’ understandings of and attitudes to radioactivity and ionising radiation, in one School of Education. The investigation addressed three research questions. The first focussed on the understanding of alpha, beta and gamma radiations. The second looked at risk assessments involving alpha, beta and gamma radiations and, the third, explored attitudes to alpha, beta and gamma radiations. An innovative tool called ‘interviews about experimental scenarios’ (IAES) and survey questionnaires were administered to physics, chemistry, biology and history specialists. The collected evidence supported the hypothesis that increased time spent in formal science education correlates with a better understanding and more positive and rational attitudes. The trainee teachers were considered to be well-educated members of the public and, therefore, the findings to offer a reasonable ‘best-case scenario’ of the public understanding of science. However, understanding was incomplete and misconceptions existed. Unique to this research were the misconceptions that alpha, beta and gamma radiations reflect back from shiny surfaces similar to light and also refract in water. The study identified implications arising from its findings and made specific recommendations for communicators of science to the public, Initial Teacher Training and Continuing Professional Development for teachers.
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López, Pereyra Manuel. "A study of trainee teachers and their awareness and perceptions of sexual diversity in primary schools." Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/12954/.
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Research on sexual diversity in primary schools has shown that primary school children are aware of and exposed to harassment, bullying and discrimination in schools. This study was undertaken to explore the extent to which trainee teachers are aware of and perceive sexual diversity discourses in primary schools. I focus on concern about the ways primary schools address the nature of gender stereotyping, homophobic bullying and same-sex families. Within these themes, I explore trainee teachers’ perceptions of addressing sexual diversity issues in the primary school classroom. A total of eleven trainee teachers and three educational non-governmental officers were interviewed and 198 trainee teachers responded to the questionnaire from twenty-one different universities across the United Kingdom. A feminist and queer approach was used in the research design; the analysis and interpretation of the data collected was done through interpretative phenomenological and thematic analysis. Trainee teachers’ positive perception of sexual diversity is reflected in the questionnaire data, 76.3 % of trainees think it is necessary to teach primary school children about gay and lesbian families. Nonetheless, the questionnaire data suggest there is a lack of training on addressing sexual diversity issues in the schools. The interview data showed that trainee teachers perceive themselves as role models with the responsibility of being inclusive to all students. Also, trainees acknowledge the lack of confidence to address and deal with sexual diversity issues in the school classroom. Overall, this study enhances our understanding of gender and sexualities in primary schools and extends our knowledge of trainee teacher experiences in primary schools. Drawing on these findings, future research is needed into what trainee teachers programmes should promote as teaching practices that involve diversity and inclusive pedagogies.
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Huntley, Ray John. "Primary trainee teachers' choice of mathematical examples for learning and the relationship with mathematical subject knowledge." Thesis, University of Gloucestershire, 2010. http://eprints.glos.ac.uk/3206/.
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When teachers plan to teach mathematics, they draw on many examples to either demonstrate a concept or provide opportunities for learners to practise skills and procedures. The examples used by primary trainee teachers, it is suggested, are often chosen without suitable consideration of learners' strengths, weaknesses or misconceptions. Whilst there has been research on the choice of examples by teachers in secondary mathematics, detailed empirical research of primary mathematics or for trainee teachers is relatively scarce. In this study, two cohorts of final year trainee primary teachers were invited to submit lesson plans for analysis and a sample group was interviewed to try to identify the theoretical frameworks trainees use for planning mathematics and their approaches to choosing examples for learning. The data collected was then analysed using a multiple case study approach against a conceptual framework based on the Knowledge Quartet research of Rowland et al. (2009) and the development of the notion of example spaces by Watson and Mason (2005). The analysis sought to identify commonalities in the way the group of trainees approached planning mathematics and draw insights on their rationales for choosing mathematical examples. Each trainee's planning was scrutinized against the theoretical background in the literature and conclusions were drawn regarding the methods of planning adopted, the examples chosen and the possible links between these actions and the trainees' levels of mathematical subject knowledge. Evidence from the study appears to show that trainees do not make use of theoretical frameworks when planning mathematics lessons, examples are chosen from existing sources such as textbooks and websites, and any modifications are made with differentiation as a key factor rather than mathematics pedagogy, with trainees' subject knowledge playing a minimal role in the planning process.
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Mcintosh, Shona. "Trainee teachers on placement : an exploration of contextual influences on the development of situated agency in the process of becoming a teacher." Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.560881.
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Mead, Nicholas Charles. "Values in teacher education : developing professional knowledge through engaging with trainee teachers' personal moral and political values in the context of standards-based teacher education." Thesis, Middlesex University, 2016. http://eprints.mdx.ac.uk/21332/.
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Between 1989 -1997 I was head of the Religious Education department in a comprehensive school and mentored trainee teachers throughout that period. This meant that I was involved in the initial implementation of the first set of Teaching Standards set out in Circular 9/92 (DFE, 1992). As I progressed in the mentoring role I became increasingly aware of the challenge of meeting trainee’s training needs through a standards-based approach. In particular, I was aware of the importance of the role of the mentor in helping trainees to realise their personal values and motivations through their developing classroom practice. In researching my role for a research paper (Mead 1996) I reached the conclusion that the mentor’s self-understanding and their dialogic skills seemed to me to be crucial in developing the relationship between trainees’ personal moral and political values within their classroom practice, thereby contributing to a fusion of the moral and the instrumental within a standards-based framework. From 1997 until the present I have held a number of positions in the Department of Education at Oxford Brookes University, including Religious Education course leader, PGCE secondary course leader and head of the department of professional and leadership education. I am currently an associate School Direct university tutor. In these roles I have been fully immersed in the implementation of the 2002, 2007 and 2012 Teaching Standards for qualified teacher status, working closely with secondary and primary trainee teachers. The 2002 set of standards (Teacher Training Agency 2002) represented a landmark in that they introduced explicit professional values and this provided me with the impetus to continue to address those concerns which had emerged in my school mentor experience. It was through accumulated detailed knowledge and first-hand experience that I was increasingly able to interpret and make judgements about the impact of successive sets of prescribed teaching standards on the development of the relationship between trainees’ personal moral and political values. What I found emerging, then, is a sense of something of worth being at stake which has historical, political and professional implications and which is felt strongly enough by trainees and teacher educators to constitute an issue worthy of exploration. For me, as for many others who responded to my findings, the relationship between trainees’ personal moral and political values lies at the heart of professional fulfilment and consequently, the development of effective professional knowledge and expertise. The strength of the cohesiveness of the overall argument developed across the papers lies in my lived experience as the researcher who is also a practising teacher educator throughout the research period. Of particular importance here is both the immediacy and evolving nature of the research, as I respond personally and professionally to successive external measures affecting trainee teacher development. My overall aim has been to make sense of these experiences over more than thirteen years of professional experience. The outcome of this project is a set of claims which challenge key instrumentalist and positivistic features within expanding school-based teacher education, particularly in relation to trainee autonomy and identity and which, as I argue, have implications for re-defining process, pedagogy and provision.
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Davis, Susan. "Examining the implementation of an Emotional Literacy Programme on the pedagogy and reflective practice of trainee teachers." Thesis, Cardiff Metropolitan University, 2012. http://hdl.handle.net/10369/3975.
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This study investigated trainee teachers’ delivery of a targeted programme entitled ‘Special Me Time’ (SMT) whilst on teaching placements in Foundation Phase settings in South Wales, over a training year. As reflective practice formed an integral part of the research, the study also aimed to discover whether students reflected effectively on their practice by employing specific reflective practice skills. The teaching experiences of two BA Initial Teacher Training (ITT) Year 3 students and six PGCE ITT students were scrutinised, primarily through examination of student reflective diaries and lesson evaluations. In addition, the study explored the rationale for the further development of good practice in pedagogy related to Personal and Social Development, Well -Being and Emotional Literacy (PSD/WB/EL) and reflective practice in the School of Education of a large university. The analysis of results revealed two common themes: Theme one related to the development of students’ pedagogical practice and to the teaching and facilitation of PSD/WB/EL during ‘Special Me Time’ (SMT). Theme two related to students’ use of reflective practice to assess and reflect upon teaching performance and competencies relating to PSD/WB/EL as part of the SMT programme. Findings from research showed that students gained in knowledge relating to PSD/WB/EL from undertaking the ‘Special Me Time’ programme. However, students found it difficult to effectively quantify the differences that the programme made. Students were aware however, that they were spending what they termed ‘quality time’ with the children. Students appreciated the concept of reflective practice, but often did not reflect upon or credit themselves with pedagogical achievements as a result of this process. Although student reflection was evident, students did not use reflection as a fundamental part of their practice. They often viewed reflection as superfluous and either did not wholly engage in the concept or undertook it but did not document the process fully, often engaging in what I termed ‘shallow reflection’. The study concludes by recommending that further research should be conducted in this area. Further evaluation of the benefits of equipping all ITT primary students regardless of age specialism chosen, with skills and knowledge in relation to teaching/facilitating PSD/WB/EL would be pertinent. The importance of ITT students developing skills and knowledge in order to integrate reflective practice into their professional practice is particularly significant. Findings from this research will inform future delivery of ITT primary programmes.
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Alhasan, Naeema Abdulrahman. "Developing and evaluating peer tutoring programme (Maths PALS) for trainee teachers of SEN pupils in Saudi Arabia." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34558.
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Peer tutoring has become well-established in higher education and, with growing interest in peer learning, has started to gain popularity at school level with evident success in a range of settings and subject areas. Specific implementations such as PALS have become commercial successes based on offering attainment gains and social outcomes while reducing teacher workload. However, the impact on children with special educational needs is variable and there remains a lack of consensus on how PALS can affect performance for such students. Similarly, while there are some studies in the Middle East, the supporting literature for peer-tutoring and PALS is highly Western-centric and relies on adoption of constructivist principles in the wider classroom. Such values are uncommon in the Middle East, with the dominance of traditional values presenting a significant barrier to pedagogical innovation in Saudi Arabia. This study is therefore a timely exploration of how peer-tutoring can integrate with a group’s existing traditional pedagogical beliefs, engaging them in more active learning. The study used a mixed methods design to look at three main aspects of the PALS provision: the effectiveness of teacher training as preparation for leading peer tutoring, how fully was the Maths PALS programme implemented, and the impact on students with special educational needs in terms of a range of mathematics attainment and social outcomes. A 3-month intervention model is used to generate comparisons between an intervention and control pupils, helping to locate this study in the context of other quantitative research from Western countries. This is supported by qualitative data looking at the experiences of staff and students to better understand the specific experience of trying such a novel approach in a Saudi Arabian context. It is argued that attainment progress was satisfactory when considered alongside the substantial social progress, suggesting that peer tutoring has the potential to be a long-term learning strategy and, perhaps more importantly, can open the door to Saudi Arabia developing more purposeful and collaborative learning environments. The age grouping common in Saudi Arabia, spanning a much greater age range than is common in other countries, also offers insight into what makes cross-age peer tutoring effective and suggests that measuring progress in such situations requires more advanced statistical techniques. It is also shown that trainee teachers can be efficiently trained in using PALS and highly rate its impact, indicating that teacher training could be a valuable launchpad for pedagogical innovation in Saudi Arabia.
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Bailey, Gillian. "The erosion of good education? : the impact of liquid modernity on trainee teachers' experiences in further education." Thesis, University of Huddersfield, 2013. http://eprints.hud.ac.uk/id/eprint/19315/.
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This thesis explores the question of what constitutes ‘good education’ in the 21st Century, particularly in the context of the further education (FE) sector, and argues that an intensified regime of performativity in FE colleges has resulted in the dominance of an increasingly impoverished model of education. This ethnographic study, undertaken from 2009 to 2012, analyses the experiences of two cohorts of trainee FE teachers as they progressed through their Postgraduate Certificate in Education (PGCE) and Newly Qualified Teacher (NQT) years. The methodology explicitly foregrounds the role of serendipity in the research, and its role in revealing critical moments in the students’ encounters with the FE workplace. The data include field notes of PGCE class discussions, students’ reflective diaries and my own reflections. An initial literature review explores the notion of ‘good education’ and the sociopolitical policies which have reshaped it, with a particular focus on their impact on FE teachers. My readings of other relevant literature are then integrated with the research findings, providing a context against which to interpret the data. The thesis also draws on an eclectic range of theory including critical pedagogy, social theories of time and analyses of consumerism in contemporary culture in order to offer a multi-layered explanation of the findings and to identify three key themes: the scripting of teachers and their practices; time pressures on teachers and students’ sense of consumer-driven entitlement. These themes are then synthesised using the overarching framework of Bauman’s (2000) concept of liquid modernity. I argue that this concept offers a holistic explanation of the forces impacting negatively on teachers and their practices. The study concludes by exploring opportunities for teacher resistance to such negative impacts and recommending strategies which might be adopted in a bid to reinstate a model of good education in colleges of further education. The thesis makes an original contribution to knowledge in a number of ways. It is innovative in its explicit use of serendipity in the field of FE research. It contributes new knowledge about the recent intensification of instrumentalism in FE, showing that this is not simply a static phenomenon. It provides evidence of new intensifications of managerial control over the teacher and his/her practice, shifting from broad prescriptions to direct scripting. This is linked to an innovative application of social theories of time to FE teachers' initial education and workplace experience, revealing the intensification of time pressures and their impact. I also link these to the emergence of a consumerist sense of entitlement among students, and its impact on student-teacher relations and the nature of education, which have not previously been discussed in depth in the literature on FE. Finally, the thesis offers an original and holistic interpretation of all three themes using Bauman's (2000) concept of liquid modernity, and utilises this synthesis to offer strategies for transforming the nature of education in FE.
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Winder, Clare Louise. "Telling tales out of class : exploring how the relationship between practice and praxis shapes the professional identity of in-service, undergraduate, trainee teachers." Thesis, University of Central Lancashire, 2018. http://clok.uclan.ac.uk/24004/.
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Professional identity is a socially constructed concept, one we cannot physically measure, point to, see, touch or hear; yet we sense it in ourselves, even if it is not always clear what the identity is. Interwoven with professional identity, notions of ‘professionalism’, ‘re-professionalising’, ‘professionalisation’ and ‘raising professional standards’ have been common topics of debate surrounding teachers in the Further Education and Skills sector for many years. Whilst ninety percent of teachers in the Further Education (FE) sector undertake Initial Teacher Education (ITE) on a part-time basis whilst in-service, little is written about their experiences and the role these experiences play in shaping their professional identity. Primarily concerned with exploring the relationship between praxis and the professional identity of in-service, undergraduate trainee teachers, my research was designed to give voice to their experiences as they navigated their way through a part-time teacher education programme while working as full-time contracted teachers. Often these experiences are not articulated, and to a degree remain hidden. However, as a teacher educator I have been in the privileged position where trainee teachers have shared their stories with me. In keeping with the interpretive methodology and the bricolage method of the research, to give voice to the participants’ experiences I have used the structure of vignettes to create layered stories that are rich in detail and characterisation, and allow for the juxtaposing of their individual and shared experiences to reveal the implicit significance of their stories. The layered stories and discussion of findings in the thesis provide unique insight into the lived experiences of teachers in the hitherto largely neglected phase of in-service, undergraduate teachers in post-compulsory ITE.
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James, Anne. "Building competence and confidence in the trainee primary teacher to deliver music in the classroom : an exploration of how one ITE provider might impact upon the confidence and ability of its primary trainee teachers to teach music." Thesis, Liverpool Hope University, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.722159.
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Mukwambo, Muzwangowenyu. "Understanding trainee teachers' engagement with prior everyday knowledge and experiences in teaching physical science concepts : a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001874.
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The constructivist world view is advocated in the Namibian National Curriculum for Basic Education (NNCBE, 2010) since it encourages teachers to use different knowledge sources. This perspective embraces a multicultural approach to science teaching and learning. Indigenous knowledge (IK) and western science (WS) are some of the knowledge sources that are advocated. Yet, it has been noted that some science textbooks used in school science curricula do not consider IK. It is often diminished and considered of lesser value. The sole use of WS in teaching and learning is often distant from IK sources which can be used as prior knowledge. In this study, I therefore endeavoured to minimize this gap in the science curriculum. Essentially, the study focused on investigating trainee teachers’ engagement with prior everyday knowledge and experiences of natural phenomena in teaching physical science concepts. The rationale behind the study emerged while I was supervising twelve trainee teachers on school based studies (SBS) in the Caprivi Region. Observations revealed that learners frequently asked trainee teachers to relate their IK to WS to contextualize what they were learning. However, most trainee teachers seemed to experience challenges. This pedagogical gap and challenge was investigated using the instruments below. An analysis was done on the Namibian National Curriculum for Basic Education (NNCBE, 2010), extracts of research papers and a chapters on pressure in physical science textbooks. A worksheet was used to orientate trainee teachers with suggestions on how IK could be fused with WS to contextualize teaching and learning. Thereafter, this was followed by the simultaneous use of brainstorming and audio-visual techniques. Base line instruments paved the way for the main data generating techniques; namely, microteaching, audio-visual techniques, critical partners’ observation and focus group interview. There was triangulation of data collection instruments which enhanced validation followed by tabulation and data collation to develop themes. Analysis entailed checking theme repetition, indigenous categories and key words in context techniques. Themes enabled the construction of analytical statements which were discussed with reference to the relevant literature, theory and subsequently aligned to the research questions. Findings from this study include the suggestions that IK can be incorporated into teaching and learning of science concepts through the use of models or practical activities, science language used in the community and some cultural artifacts. The relevance of incorporating such type of knowledge is to contextualize science teaching and learning. The study therefore concluded that the incorporation of IK into teaching and learning of science concepts; (a) broadens the curriculum as it addresses conceptual progression and cohesion; (b) contextualizes concepts taught; (c) empowers teachers to use a practical curriculum and (d) it also creates space for misconceptions that come with IK to be identified and corrected. The study thus recommends that cultural artifacts and the social science jargon used in the community of the trainee teachers can be used to incorporate IK with WS as these types of knowledge are not mutually exclusive but in fact complement one another.
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Orr, Kevin. "College cultures and pre-service trainee teachers : a study in the creation and transmission of ideas about teaching." Thesis, University of Huddersfield, 2009. http://eprints.hud.ac.uk/id/eprint/9239/.
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This thesis analyses the college placement element of pre-service initial teacher training (ITT) and its impact on ideas about teaching in Further Education (FE). It considers both trainees and serving teachers to investigate this impact on ideas in relation to individuals’ experiences of placement and in relation to ideas held in general society by distinguishing cultures and questioning how they each shape notions about teaching. The placement experience is examined within the broad context of work-based learning (WBL) and the thesis draws on and assesses the explanatory power of three theorisations commonly adopted within WBL research; communities of practice; Cultural Historical Activity Theory; and Bourdieu’s concepts of field and habitus. Though trainees’ experience of the placement is characterised by messiness and diversity, the small groups they work within at colleges generally cannot be defined as self-sustaining cultures. Moreover, ideas about teaching held in society are often more influential on trainees’ development than the particular situation of their placement during training, even where trainees are placed within distinctive cultures. Trainee and serving teachers in FE, therefore, experience a hierarchy of influences, including government policy, as well as concomitant tensions between agency and control, all relating to the unequal structures of society. This understanding exposes the weakness of some theorisations in describing how ideas about teaching are formed and disseminated. This thesis argues that the Marxist concept of alienation more adequately describes the situation of trainees and teachers in FE and the formation of their ideas and practice. It finally argues for ITT for FE to be constructed around a body of professional knowledge as a counterbalance to the limitations of the experience of placement.
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Alix, Sarah. "An inquiry into the perceptions and experiences of primary trainee teachers of looked after children, and the implications for training and continuing professional development." Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/11028.
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This thesis examines the perspectives and experiences of primary Initial Teacher Education (ITE) trainee teachers, of working with Looked After Children (LAC), and the implications for training and Continuing Professional Development (CPD). The thesis is within the interpretivist paradigm, using a Grounded Theory Methodological approach. The research was carried out in one post-1992 English university, with trainee teachers on a three year undergraduate BA (Honours) Education teacher training route, and a one-year Post Graduate Certificate in Education (PGCE) route. Feedback was sought from wider organisations and professionals working directly with LAC. LAC continue to underperform academically in comparison to their peers, and for decades have been let down by systems and support, with many entering the criminal justice system at an early age. This study examines trainee teachers’ perspectives to conclude how specific training can support teachers and in turn impact on LAC. The thesis draws out four main themes from the trainees: the negative impact of previous experience on trainee values and beliefs towards LAC as they enter ITE; the positive and negative perceptions and experiences of trainees in relation to collaborative working; the negative perceptions and experiences of trainees in relation to the behaviour and learning needs of LAC; and trainees’ and mentors’ lack of knowledge in relation to LAC. The study concludes that trainees and mentors have a lack of knowledge and skills on how to support LAC in five key areas; policy and legislation, challenging negative perceptions, emotional well-being and supportive strategies, administrative knowledge, and collaborative working. A training model to support ITE and CPD is developed, gaining feedback from key organisations and professionals working with LAC.
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Enghono, Albertina Magano. "Understanding how trainee teachers engage with prior everyday knowledge and experience associated with biological concepts during integrated natural science education 5-7 : a case study." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011972.
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Since the Namibian independence in 1990, the education system has undergone some major revamping which involved the adoption of social constructivist perspectives in the teaching and learning of sciences. This learning theory acknowledges learners’ background prior knowledge as valuable tools in the effective construction of science concepts during lessons. A corollary is that the socio-cultural circumstances of learners might negatively influence the way learners construct new knowledge in the science classroom if they are not taken into consideration. This study was thus prompted by the need to understand how trainee science teachers engage with prior everyday knowledge and experiences, so as to enhance the conceptual development of biological concepts. The study was qualitative and it was underpinned by an interpretive paradigm with some elements of action research. Science trainee teachers at Katima Mulilo, Unam Campus were used as research participants. The techniques used to gather data included document analysis, brainstorming, observation, audio-visual, microteaching and semi-structured interviews. The results of this study showed that the changes that occurred during microteaching practices of the four trainee teachers involved in the study reflected their professional development in this approach. However, it emerged that prior everyday knowledge can be both a barrier and enabler to the construction of meaningful teaching and learning; hence its oversight may lead to instructional failures. The findings also indicated that selected platforms are essential to enable trainee teachers to incorporate prior everyday knowledge and experiences into the teaching of Western science. However, larger scale study should be conducted in order to deepen the understanding of the topic.
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Yager, Karen M. "BODY IMAGE, BODY DISSATISFACTION, DIETING AND DISORDERED EATING AND EXERCISE BEHAVIOURS OF TRAINEE PHYSICAL EDUCATION TEACHERS: INVESTIGATION AND INTERVENTION." University of Sydney, 2008. http://hdl.handle.net/2123/2780.
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Doctor of Philosophy (PhD)University students are known to have a high prevalence of body dissatisfaction, dieting and disordered eating and exercise behaviours. Those enrolled in food and exercise related degree areas have been found to be particularly vulnerable. Part 1 of this study compared the body image, body dissatisfaction, dieting, disordered eating and exercise behaviours of first year male and female trainee physical education [PE; N = 295] teachers and undergraduates enrolled in non food and exercise related degree areas [Non PE; N = 207]. Male and female PE participants had a lower body image and higher body dissatisfaction and were significantly more likely to be dieting and engaging in disordered eating behaviours than Non PE participants. These findings provide empirical evidence of anecdotal suspicions that trainee physical education teachers are susceptible to body image problems and eating disorders; and create a demand for for intervention programs to improve the body image, body dissatisfaction, dieting and disordered eating and exercise behaviours of this population. Part 2 of this study involved the development of a dissonance and self esteem based (Intervention 1) and a dissonance, and media literacy based intervention that built self esteem and used computer technologies (Intervention 2) to be implemented into trainee physical education teachers’ [N= 170] undergraduate training. Both interventions were successful in improving the body image, and disordered eating behaviours of trainee PE teachers compared to a control group; which suggests that the inclusion of intervention programs in trainee teacher’s undergraduate training is both feasible and effective. Further research should investigate the effects of intervention programs to improve body image and eating behaviours among trainee physical education teachers; and male university students. The development of standardised measures and approaches toward the improvement of body image, body dissatisfaction and disordered eating and exercise behaviours that are specifically designed for males is also encouraged.
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Iredale, Alison. "In pursuit of professional knowledge and practice : some experiences of lifelong learning sector trainee teachers in England 2008-10." Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/26227/.
Full textAbstract:
This thesis explores the participation of student teachers during their part time in-service initial teacher education course based on the campus of a higher education institution in the North West of England. It investigates the extent to which initial teacher education prepares teachers as professional practitioners in the lifelong learning sector. The research was conducted in a university campus forming part of a higher education institution, using a qualitative, reflexive methodology. The data is derived from naturally-occurring class discussions, a range of course-related artefacts and semi-structured interviews with participants. The fieldwork took place in during the period 2008-2010. The participation of student teachers is examined within the context of work-based learning (WBL) in the lifelong learning sector (LLS), drawing upon the work of John Dewey and a Bourdieusian concept of habitus. The study broadly contributes to debates about the nature of professional knowledge and practice in work based learning. The literature review presents a picture of a sector struggling to define itself and of initial teacher education (the focus of the research) buffeted by external regulation and control. It concludes that restrictive notions of confidence, a contested notion of what constitutes excellence, and routinised practices restrict and constrain the participation, experiences and development of teachers. The data suggests that participants experienced funnelled and routinised practices, resulting not only from initial teacher education curricula, but also from evidence-based practices and workplace regulation. It argues that time and space are crucial elements of the development of professional knowledge and practice, recommending that both the teacher education curricula and the workplace should work more closely to inculcate the processes and practices of an expansive educational experience for developing teachers.
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Wood, Brigitte. "Factors affecting the level of reported preparedness of secondary trainee and newly qualified teachers to deliver sex and relationships education (SRE)." Thesis, University of Southampton, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507576.
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Dyson, Janet. "'What's the use of stories that aren't even true?' (Rushdie, 1990) : a narrative enquiry into reflective story writing with trainee teachers." Thesis, Anglia Ruskin University, 2018. http://arro.anglia.ac.uk/704076/.
Full textAbstract:
This story about stories sets out to examine the value of stories as a means to convey 'truths'. It seeks to draw out the significance of reflective stories and poetry written by trainee teachers and PGCE tutors in reflective journals. The study examines perceptions of the value of keeping such journals, writing stories which may or may not be perceived as 'true,' and how writing in these ways can support and develop reflective practice in teaching. The study uses a narrative inquiry approach (after Clandinin and Connelly, 2000). The researcher is part of the inquiry working closely with participants, seeking to understand how and why we use stories to shape our lived experiences, personally and professionally and exploring what differences the inquiry will make, personally, practically and socially. The metaphor of travel underpins the study, standing both for the experience of the inquiry itself as a journey and in the wider sense of travelling to the worlds of others (Lugones, 1987) through storying. The text is written as a travelogue, enriched by the stories told along the way that allow the reader to participate in the experience of thinking with the stories. The nature of stories and their role in human experience and the questions of truth and fiction are also discussed. Thinking with, rather than about, the stories and poems and thinking together with peers and others revealed themes and highlighted issues, deepening insights into how others experience the world, allowing a deeper analysis of inclusion, exclusion and identity in relation to culture, race, gender and sexuality, and leading to the retelling and reliving of the stories and, in some cases, co-composing stories to live by. In epistemological terms the study contributes new stories and ways of seeing to the growing field of narrative inquiry and ontologically it adds to the existing conversation about why stories matter and what they contribute to our knowledge of the world.
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Woodbury, J. "Master-ing the profession? : the effects of masters level study in a PGCE secondary course on re/shaping trainee teachers' professional identities." Thesis, University of the West of England, Bristol, 2014. http://eprints.uwe.ac.uk/24010/.
Full textAbstract:
Teacher training is at a turning point in Higher Education Institutions (HEIs) as more routes into the profession are opened up and government policy shifts away from university-led to school-based teacher education. These expansions of routes into teaching provide different opportunities for constructing identity. In the light of these changes, it is therefore timely to consider trainee teacher identity and the impact policy has on this, specifically, the extent to which the requirement to complete Initial Teacher Education at Masters level shapes or reflects teacher identity. Alongside this, teacher professionalism and autonomy has been significantly undermined (Sachs (2003), Whitty (2006) and Ball (2004)) and emphasis moved to the importance of academic qualifications in order to train to be a teacher (DfE 2010). The trainee teachers in this study brought with them their ideals of what it is to be a teacher, based on their own experiences of education (Beijaard et al 2000, Flores and Day 2006). This was shown to be often at odds with their experience whilst on placement. The research used a narrative case study, informed by a grounded theory approach, linking with the underlying theoretical perspective of interpretivism. Narrative inquiry is well suited to identity research (Kohler Reissman 2000) and in particular, teacher identity (Goodson 1995) as teachers individually and socially lead storied lives (Connelly and Clandinin 1990). Questionnaires, interviews and email correspondence were the main form of data collection. From this, I developed categories based on Shain and Gleeson's (1999) work to investigate how studying at Masters level shaped trainee teachers identities. Key findings from the research showed that in the narratives the trainees told, their identity was shaped by how much they valued educational research, whether or not they thought it relevant to them in their development as teachers and if they embraced the opportunity to gain Masters level credits. Head teachers were unaware of the inclusion of Masters level credits in the PGCE. Consequently the qualification trainees attained had no impact on their employment experiences. As government continues to push for increased academic qualifications in order to enter the teaching profession, and as more teacher training is moved into schools, heads voiced concerns about how well equipped the schools were to manage and deliver the theoretical aspects of teacher training. This contested context of where teacher training takes place, what should be included and the impact on the development of trainee teacher identity is an ongoing debate to which this research contributes.