Changing workloads of primary school teachers: ‘I seem to live on the edge of chaos’

The roles and workloads of teachers have been widely noted as changing considerably over recent decades. In this 2009 replication of a 1992 study, 379 New Zealand primary school educators are surveyed regarding their workloads, how these changed and their perceived sustainability. It investigates how respondents believe that educational reforms and initiatives impact on their work, their home life, their health, and their view of teaching as a career. Results from both cohorts signal warnings to school leaders as workloads increase in hours and complexity, leaving educators to grapple with the complicated balance of demands made of them.     

‘You get some very archaic ideas of what teaching is … ’: primary school teachers’ perceptions of the barriers to physically active lessons

Physically active lessons present a key paradigm shift in educational practice. However, little is known about the barriers to implementing physically active lessons. To address this, 31 practising primary teachers (23?=?female) from 9 primary schools across West Yorkshire, England, were engaged in focus group interviews. Drawing on the socio-ecological model, findings revealed that barriers influencing the implementation of physically active lessons are multifaceted. Teacher’s confidence and competence, concerns over classroom space, preparation time and resources, coupled with the wider school culture that is influenced by governors and parents, reinforce a didactic approach and act as barriers to physically active lessons.     

‘You just can’t do it like that—it's just wrong!' impressions of French and English trainee primary teachers on exchange placement in primary schools abroad: the value of experiencing the difference

This paper focuses on the European policy initiative to increase the number of teachers able to teach a modern foreign language in primary schools. It particularly focuses on the exchange placement which is an integral part of a training programme run by a university faculty of education in England and an Institut de Formation des Maîtres in France. Through an analysis of interviews with trainees about their placement experiences a number of tensions emerged as trainees' own assumptions about approaches to teaching and learning were challenged. The paper points to the benefits of the placement in both helping trainee teachers reflect upon their own national education culture and language and also understand and appreciate the differences that underlie another educational culture and language.

Cet article cible l'initiative de la politique européenne pour augmenter le nombre d'instituteurs capables d'enseigner une langue étrangère vivante dans les écoles primaires. Il vise en particulier les stages d'échanges qui font parties intégrantes d'un programme de formation mené par une faculté universitaire en Angleterre et par un Institut de Formation des Maîtres. A travers une analyse des entretiens conduits avec les futurs instituteurs à propos de leurs expériences de stages, il est apparu un certain nombre de conflits alors que leurs conceptions personnelles des approches d'enseignement et d'apprentissage ont été contestées. L'article souligne les bénéfices tirés des stages. Ils permettent d'aider les instituteurs en formation à réfléchir sur leur propre culture d'enseignement et sur leur langue. Ils permettent aussi de comprendre et d'apprécier les différences qui sont à la base d'un autre système d'éducation et d'une autre langue.

Diese Arbeit konzentriert sich auf die europäische Initiative, die das Ziel hat, die Anzahl von Fremdsprachlehrern an Grundschulen zu erhöhen. Sie beschreibt in erster Linie die Austausch‐praktika, die im Rahmen der Kooperation zwischen einer erziehungswissenschaftlichen Fakultät in England und einer entsprechenden Institution in Frankreich, dem Institut de Formation des Maîtres, einen wesentlichen Bestandteil der Lehrerausbildung darstellen. Eine Analyse von gezielten Gesprächen mit Praktikanten hat folgendes gezeigt: Spannungen treten während der Praktika zutage, weil die Erwartungen der Praktikanten bezüglich Lehr‐ und Lernmethoden herausgefordert werden. Die Arbeit weist ferner auf die Vorteile des Praktikums hin. Einerseits hilft das Praktikum den Lehrern in der Ausbildung, über ihre eigene nationale pädagogische Kultur und ihre Sprache zu reflektieren. Andererseits hilft ihnen diese Zeit, Unterschiede zu verstehen und Eigenheiten schätzen zu lernen, die einer anderen pädagogischen Kultur und einer anderen Sprache zugrunde liegen.

Este documento enfoca en la iniciativa europea de la política para aumentar el número de maestros capaces de enseñar un idioma extranjero moderno en escuelas primarias. Particularmente enfoca en el intercambio de colocación que es una parte integral del programa de capacitación administrado por una facultad de educación en una universidad en Inglaterra y en un Instituto de Formación de Maestros en Francia. Por un ánalisis de entrevistas con aprendices acerca de sus experiencias de colocación, un número de tensiones surgieron cuando los aprendices se cuestionaron acerca de sus propias supociciones sobre métodos de enseñanaza y aprendizaje. Este documento señala los beneficios de colocación ayudando a los maestros a reflexionar sobre su propia educación, cultura e idioma y también comprender y apreciar las diferencias de otras culturas e idiomas.     

‘It’s better to learn about your health and things that are going to happen to you than learning things that you just do at school’: findings from a mapping study of PSHE education in primary schools in England

This article reports on recent findings from a mapping study of Personal, Social, Health and Economic (PSHE) education in schools in England, focusing on the data derived from primary school participants. It is based on a nationally representative survey of 923 primary school PSHE education leads, and follow-up in-depth interviews and discussion groups with 171 participants. This included local authority support staff, and from participating primary schools: senior management representatives, PSHE education leads, teaching staff, governors, school improvement partners, parents, and pupils. Results included here primarily relate to two areas: delivery models and curriculum coverage, and pupil views on their experiences and the (potential) value of PSHE education. In examining these areas, the article raises issues about blurred boundaries between PSHE education and Social and Emotional Aspects of Learning and/or pastoral care within school more widely, and particular staff sensitivities about the teaching of certain elements of PSHE education, particularly sex and relationships education and drugs, alcohol and tobacco education. These subject areas were less likely to be included or prioritised within PSHE education than, for example, emotional health and well-being, but were often the areas highlighted as most important by pupils. In conclusion, the article raises questions about the potential links between PSHE education and attainment, and the use of different teaching approaches across the curriculum more broadly.