The Disciplining of Pre-service Teachers: Reflections on the teaching of reflective teaching

In this paper we examine some of the knowledge transformations which occur amongst first-year pre-service teachers as a result of their reflections upon their initial fieldwork experiences and course content. We pay particular attention to the changes which herald a shift from school student perceptions of what constitutes a 'good' teacher to the perceptions of pre-service teachers who are becoming immersed in educational discourses. In many instances this immersion represents a knowledge loss. Accompanying the movement of a school student knowledge of effective teaching to a more 'professional' or 'disciplined' knowledge is a lack of attention to an 'ethic of care' as an integral component of teaching. Our reflections upon this loss lead us to suggest that the knowledge about the teaching act which first-year education students bring to education faculties should be valued, and serve as an important standpoint from which other pedagogical knowledges can be viewed.     

Making 'Good Citizens': The social and political attitudes of PGCE students

This article arises from a research project examining the understanding of 'citizenship' amongst trainee teachers in UK primary and secondary schools. The study covers attitudes to a broad range of social, political and moral issues and examines how these affect the students' perception of the socio-political dimension of their future professional role. Tracking a group of students through their postgraduate training year highlights the relationship between the individual's political world-view and their response to the school experience. One of the key findings is the high degree of political disengagement and cynicism about the operation of democracy in the UK; this is particularly strong amongst the youngest students, those coming to adulthood during the 1990s. Although the majority of students are positively inclined to fostering 'good citizenship values' in schools, there was much confusion over what it means to be 'a good citizen'. The concept of 'citizenship' was felt to be tainted with negative imagery, although a sense of 'being part of a community' was thought to be vital for social cohesion. In addition to this, a small minority of students displayed social attitudes and values incompatible with a pluralist, tolerant society. The teacher education experience did not appear to have given students a clear picture of what to teach or how to teach it, and both the pressures of the National Curriculum and the changing climate of schooling, favouring a more 'traditionalist' approach, may result in a greater unwillingness to tackle challenging issues.     

Synergy Between Teacher Practices and Curricular Scaffolds to Support Students in Using Domain-Specific and Domain-General Knowledge in Writing Arguments to Explain Phenomena

We investigated how 2 different curricular scaffolds (context-specific vs. generic), teacher instructional practices, and the interaction between these 2 types of support influenced students' learning of science content and their ability to write scientific arguments to explain phenomena. The context-specific scaffolds provided students with hints about the task and what content knowledge to use in or incorporate into their writing. The generic scaffolds supported students in understanding a general framework (i.e., claim, evidence, and reasoning) regardless of the content area or task. This study focused on an 8-week middle school chemistry curriculum that was enacted by 6 teachers with 578 students during the 2004–2005 school year. Analyses of identical pre- and posttests as well as videotapes of teacher enactments revealed that the curricular scaffolds and teacher instructional practices were synergistic in that the effect of the written curricular scaffolds depended on the teacher's enactment of the curriculum. The context-specific curricular scaffolds were more successful in supporting students in writing scientific arguments to explain phenomena, but only when teachers' enactments provided explicit domain-general support for the claim, evidence, and reasoning framework, suggesting the importance of both types of support in successful learning environments.     

Alternative Routes to Teaching in Secondary Education in The Netherlands

In recent years teacher education colleges have started to offer more alternative routes to teaching in secondary education. The development is a response to teacher shortages but also to a change in thinking about teaching as a profession, professional learning and the school as site of learning. Three alternative routes were studied. The characteristics of the new students and the way teacher colleges adapt their programmes to these new students are discussed. The alternative teacher education programmes realise characteristics of 'work-based learning' to a certain extent, but not yet fully. Alternative routes are a promising development in teacher education, opening new opportunities to enter teaching, and marking a change in the role of schools as important environment of teachers' professional learning.     

Closing the Circle: Action research partnerships towards better learning and teaching in schools

This paper addresses the call for evidence-based practice by describing an initiative in school-university partnership that has led to the establishment of a community of teacher researchers whose investigations provide the evidence upon which they make decisions to improve their teaching. This is a new way of approaching the idea of evidence-based practice, where the evidence comes through personal testimony that 'rings true'. In this mode of research the processes of research are shared so that the outcomes of the research may be disseminated through 'transferability' rather than 'generalisability'. The first part describes the partnership, which involved the adaptation of existing structures in the school (staff development) and the university (accreditation) to create a new more democratic, more productive relationship. The second part of the paper describes the work of one teacher who applied the principles from her own learning within the teacher group to her management of her students' learning in such a way that the excitement of independent learning that had been a feature of the teacher group was transferred to the students. The third part of the paper addresses the politics of such research and makes a case for including teachers' and students' knowledge of their own practice as evidence to inform policy development.     

Same school,separate worlds: A sociocultural study of identity,resistance, and negotiation in a rural,lower track science classroom

This ethnographic study examined how rural, lower track, underrepresented students made sense of their place in school and what role school science played in their cultural reproduction. The objectives of the study were to identify key components of science classroom discourse, analyze means of negotiating these components, and explicate participants' beliefs and roles in defining microcultural identities specific to rural, underrepresented school contexts. Eight students and their teacher participated in this study, which drew heavily upon teacher and student revoicing of common events. Results showed that the quality of science instruction was subverted through a process of negotiation between students and teachers in the context of low expectations and the school culture. Implications for research and practice are discussed. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 574–598, 2001     

The distinctive features of joint participation in a community of learners

The importance of teachers' and children's collaborative engagement in shared learning activities has a strong evidence base in sociocultural research and is promoted as an effective pedagogy in New Zealand's national curriculum. However, what this means for teachers' practice is unclear. Teachers can engage in practices thought to be ‘shared’ but when examined turn out to be teacher dominated. This article reports on findings from a New Zealand study that explored the development of shared learning activities in four primary school classrooms. The study identified the reciprocal, dialogic, responsive and learning-focused interactions when teacher genuinely engaged collaboratively with their students, and distinguished these shared encounters from more commonly observed individual interactions. Because the teachers in this study struggled to understand and to engage in shared activity, it is important to distinguish the features of joint participation to support them to examine and broaden their pedagogical repertoires to include practices consistent with a learning community.     

Classroom stories of multicultural teaching and learning

This is the second of three papers based on a 20-month study of teaching and learning in a diverse classroom in a downtown community school in Toronto, Canada. The purpose of the research was to describe the details of teaching and learning in a multicultural classroom and to document successful strategies in working with immigrant and minority students. The three papers detail the process by which this focus on classroom life led to a critique of the literature and to a new way to think about multicultural teaching and learning, which I call 'narrative multiculturalism'. In this paper, I provide a sampling of stories that illustrate what contributed to my changing thinking about multiculturalism. Four short stories focus on a participant teacher in her school, in her classroom and in interaction with her students. The stories illuminate the complexity of multicultural teaching and qualities of narrative multiculturalism. In the analysis of the stories I explore multicultural understandings that developed from the experience of being in the classroom, being in relationship with a teacher participant, and our on-going dialogue.     

Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students

This article reports the outcomes of a project in which teachers' sought to develop their ability to use instructional practices associated with argumentation in the teaching of science—in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument. The project worked with four secondary school science departments over 2 years with the aim of developing a more dialogic approach to the teaching of science as a common instructional practice within the school. To achieve this goal, two lead teachers in each school worked to improve the use of argumentation as an instructional practice by embedding activities in the school science curriculum and to develop their colleague's expertise across the curriculum for 11‐ to 16‐year‐old students. This research sought to identify: (a) whether such an approach using minimal support and professional development could lead to measurable difference in student outcomes, and (b) what changes in teachers' practice were achieved (reported elsewhere). To assess the effects on student learning and engagement, data were collected of students' conceptual understanding, reasoning, and attitudes toward science from both the experimental schools and a comparison sample using a set of standard instruments. Results show that few significant changes were found in students compared to the comparison sample. In this article, we report the findings and discuss what we argue are salient implications for teacher professional development and teacher learning. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:315–347, 2013     

“Oh,I have a story”: narrative as a teacher's classroom model

This paper examines the teaching practices of one American Indian teacher in a high school literature class. It explores the teacher's use of narrative as an instructional strategy designed to convey abstract concepts through concrete experience. The narratives engage students in critical thinking and personal reflection, and provide them with the opportunity to make connections between social and historical contexts. In addition, the teacher uses stories to contrast multiple contexts with personal experiences, which reflects teaching strategies previously identified as those used by effective teachers. There is evidence that sharing ideas and concepts through story is an important way of encouraging social relations and helping students make connections between what they are learning in school and what they know of the world. Based on data analysis, this study presents a model of the teacher's use of narrative as a strategy to pose critical questions, frame a context for discussion, encourage students to reflect on personal perspectives, and introduce ideas and concepts. The model provides a visual representation of the teacher's use of narrative as a way of clarifying course content, contextualizing meaning, and reinforcing understanding.     

Restraints to reform: The congruence of teacher and student actions in a chemistry classroom

An interpretive methodology was employed to examine interrelations between teacher and student actions in a context of teaching and learning in an urban high school in Australia, a teacher of 20 years' experience, and a Grade 11 chemistry class. Data sources included teacher and student interviews, direct observation and videotapes of 4 weeks of lessons, and responses to a classroom environment survey. Three narratives were constructed for a typical lesson, the perspectives of the teacher, and the perspectives of a composite student. These narratives were used to describe what happened and communicate what we learned from the study. Initially, the teacher and students had difficulty describing their beliefs; however, as the study progressed they used language to describe their practices and construct mental models that fit with their practices and beliefs about learning. Teacher and student goals, beliefs about teacher and learner roles, and constructions of the context were coherent to such an extent that there was little impetus for change. These findings are discussed in terms of the difficulties of initiating and sustaining reform when the teacher and students are satisfied with what is happening and other sociocultural factors tend to support the status quo.     

Re-envisioning Teacher Preparation: Lessons from China

Stereotypes of the 'Chinese learner' have been extensively investigated, leading to the conclusion that knowledge about the social, cultural and pedagogic origins of Chinese students' dispositions to learning should be incorporated into programs preparing teachers for China service. In this paper it is suggested that teacher education initiatives of this type should redress sociological blindness about the particularity of local pedagogic contexts. A case study of the production of 'obedient' students in the Chinese school system during the 1990s is presented, illustrating sociological tools that enable analysis of the origin of students' dispositions to learning in particular conditions. The recommendation is that such tools be incorporated into teacher education for domestic, as well as international contexts, given the critical insight that is required if teachers are to provide equitably for all students in conditions of increasing cultural diversification and re-traditionalisation of education.     

Perceptions of school and future adjustment to life: A longitudinal study between the ages of 18 and 25

A group of senior high school students, 18 years old, answered a questionnaire about their perceptions of their school situation. Around one-third of the group seemed to like school very much and another third seemed to hate or dislike school very much. This group was followed up until they were 25 years old. Of the original sample 82%, 462 persons, answered a new questionnaire about how they had succeeded in life, what kind of further education they had got, what kind of job they had, how they looked upon their future job and life careers, etc. They were also asked about their memories and feelings about their former school experiences. In the analyses we relate the students' school perceptions at age 18 to their memories of school when 25. A substantial number of the respondents remembered school in the same way as they perceived school when in school. Those who hated school seemed to be more vulnerable when they were adult. We also discuss what could be done to change school so that it does not loose one-third of its students. We introduce the concept of the 'learning centre', the aim of which is to teach the joy of learning and stimulate the students' thirst for knowledge.     

Primary school student and teacher perceptions of competency-based learning / Percepción de alumnado y profesorado de Educación Primaria sobre el aprendizaje de los estudiantes basado en competencias

In the search for an educational system that enables students to achieve the best academic results, it is extremely important to explore the perception of the main educational agents: students and teachers. Therefore, the objectives of this paper were: (a) to analyse primary school student and teacher perceptions of students’ competency-based learning; (b) to assess the possible differences between them; and (c) to test hypothetical models for predicting learning according to their perception. The participants were 8,513 students from 58 schools and 1,010 teachers from 110 schools. Overall, both teachers and students reported high scores of perception. However, the perception of the students was higher than that of the teachers, except for the digital competence. While the results showed differences in perception between both prediction models of competency-based learning, both groups perceived the competences of autonomy and personal initiative, digital competence, social competence and citizenship, and lifelong learning as core elements of their perception. In this regard, initial and ongoing teacher training in innovative pedagogical models is needed to enable the development of these competences, which are predictors of perceived learning.     

Transforming Perceptions of Urban Education: Lessons From Rowan University's Urban Teacher Academy

To be an effective urban educator requires teachers to understand the contextual factors of students, the school, and the community, and their cumulative effects on learning. Urban teacher academies support a better understanding of urban classrooms and challenge stereotypes of the urban context. The focus of this study was to compare participants' perceptions of urban settings before and after 2 weeks spent at an urban teacher academy for high school students.     

A sociocultural perspective on teacher response: Is there a student in the room?

This article explores the implications of a sociocultural perspective on learning for the study of teacher response. From such a perspective, knowledge is seen neither as something that can be handed down ready made, nor something that can be constructed by individuals on their own. Rather, it is viewed as being socially constructed in interactive processes, and in school, intimately wedded to the activities in which teachers and students engage. Both students and teachers are seen as contributing to the interaction and thus, to the social process of knowledge construction. Yet in the literature on teacher response, the pervasive focus has been on what teachers say and do. Less attention has been paid to the students' perspective and role in the process — to how they react to, and what sense they make of, their teachers' comments. Lack of attention to the student's perspective limits the conclusions that can be drawn from research on teacher response. Three of the articles in the present issue are reviewed in light of this limitation.     

The teacher's role in supporting a learner-centred learning environment: voices from a group of part-time postgraduate students in Hong Kong

This study outlines what 29 part-time adult learners perceive as effective teacher (tutor/instructor/lecturer) practice in supporting their learning. The positive characteristics of teacher support from the students' perspective are first examined, and then what they found to be disappointing. Finally, the underlying themes that emerge are considered and the data is subjected to a holistic interpretation. Overall, the study confirmed the usefulness of a framework developed from a consideration of literature on learner-centred education and students' conceptions of learning. The investigation was able to reveal both key differences between and key similarities among the groups of students. The differences relate to conceptions of the roles and responsibilities of both students and teachers, while the similarities relate to the relationships between the parties in the teaching and learning environment. The implications for tutors/lecturers in improving their support to their students are highly significant. However, the most challenging task in establishing a learner-centred context is to influence students' learning conceptions and help them take a more active role in their learning.     

What Do Teacher Mentors Tell Student Teachers About Pupil Learning in Infant Schools?

Abstract

Recent emphases on experiential classroom learning in the induction into expertise of student teachers may over‐estimate the learning support that class based practitioners offer students. Current understandings of teachers' thinking and planning suggest that expert practitioners may not be best placed to provide student teachers with frameworks for understanding what Shulman (1987) categorises as general pedagogical knowledge. Data from a sample of 11 UK infant school teacher mentors in the form of 5 hours of taped planning and evaluatory conversations with 20 students have been content analysed. Teacher‐talk related to explanations of how pupils learn forms the focus of the paper. Implications for mentor training and school‐university partnerships are drawn from the analysis of the data. Finally the need to confront the language difference that obtains between schools and universities in order to develop the theoretical base of teacher education is asserted.