International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: England
Page 8/15
142 items
71
The current article describes an evaluation of a project in England. The project used the internet to link a university teacher education faculty with local partner schools in which remotely operated Internet Protocol cameras and microphones were mounted in classrooms.
Published: 2010
Updated: Jul. 26, 2011
72
This article reports findings from a study which explored undergraduate perceptions of the Student Associates Scheme in England (SAS). Findings show that the SAS school placements were a positive experience for the students participating in this study.
Published: 2010
Updated: Jul. 26, 2011
73
The current article sheds light onto teachers with dyslexia in Finnish and English further and higher educational settings.The purpose of this qualitative study was two-fold: first, to discover what teachers with dyslexia could tell us about the manifestation of dyslexia and the challenges they face in the practice of teaching, and second, to find out what these professionals feel about being a dyslexic teacher. Teachers' narratives revealed that they had accepted their difficulties but also discovered their own strengths to overcome them.
Published: 2010
Updated: Jun. 18, 2011
74
This paper describes the working lives of long-serving teachers in three high-poverty urban schools in England. In a climate in which teaching is tightly controlled and suffering from problems of retention and recruitment, the teachers discuss intensely personal and emotional commitments to their work-place.
Published: 2010
Updated: Jun. 18, 2011
75
The current reforms of initial teacher education in the learning and skills sector in England are standards based and emphasize subject specialism. A qualitative study found that trainees generated knowledge resources through participation in their workplace, initial teacher education course and other social contexts, and from embedded and encoded workplace knowledge. It is argued that using a knowledge resources perspective, which recognizes how trainees generate knowledge and seeks to bridge gaps in their access to knowledge resources, would be more effective in supporting trainees' development than the recent reforms.
Published: 2010
Updated: Jun. 13, 2011
76
The present study examines two of instruments reporting learning/cognitive style with school pupils in highly effective schools in England, UK. Neither instrument demonstrated reasonable internal consistency or results according with theoretical constructs. Concerns about the usefulness of these instruments in these contexts are explored.
Published: 2010
Updated: Apr. 14, 2011
77
This article outlines initial training in England within an international context. The paper then reports findings of a recent national survey of Programme directors and subject tutors of Post Graduate Certificate in Education programmes (PGCE) for primary and secondary teachers about the initial training provision regarding inclusive education.
Published: 2010
Updated: Apr. 04, 2011
78
The purpose of this paper is to report on some of the changes that have taken place in the working conditions of English primary school teachers following a national agreement governing the working conditions of teachers. The article is based on two sets of teacher interviews: the first set having been conducted in 2002 before the national agreement came into operation; and the second set taking place 4 years after its implementation in the same schools. The most significant change since the first survey has been the increase in the use of teaching assistants to undertake various duties. However, despite the reform, the time given to parents and dealing with pupils' problems as well as the teachers' workloads have increased.
Published: 2010
Updated: Mar. 24, 2011
79
The current article explores a mentoring and coaching service among UK university staff. For this purpose, the author interviewed 12 mentors/coaches and eight of their clients. The author examines the link between the construction of knowledge and personal relationship, considering the personal relationship both of mentor/coach with clients, and among mentors/coaches themselves. The author concludes by considering implications from the findings about mentoring and coaching.
Published: 2010
Updated: Jan. 02, 2011
80
This article discusses the findings of a research study undertaken by a group of providers of ITE (initial teacher education) in England aiming to examine current issues relating to the recruitment and retention of male students in primary ITE. This research examined views of both successful male and female trainees on ITE courses and their course providers. The findings indicated that gender was overwhelmingly seen as irrelevant by trainees themselves. The study also identified successful strategies for retention and completion.
Published: 2010
Updated: Dec. 26, 2010