Joining the goblins: fictional narratives and the development of student‐teachers’ reflection on practice in the further education sector

This paper explores ways in which student‐teachers in the Lifelong Learning sector are able to draw on fictionalised accounts of their own teaching practice experiences in order to gain a clearer understanding of their models and expectations of professionalism, and of how they, as individuals, locate their current position within the profession as a community of practice. It argues that the translation of experience into fiction – in this case specifically in the form of fairy tales – can be usefully applied in order to enhance and encourage reflection on practice as part of an action research cycle. Drawing on the evidence gathered, the paper goes on to suggest that student teachers’ main preoccupation at this stage of their development is not so much with meeting ‘standards’ of professionalism as with questions of behaviours and practices that will lead to a sense of belonging and acceptance; and with the need to transform their status, in relation to the profession, from that of outsider to insider.     

Personal variables affecting the perspectives of head‐teachers and teachers towards teacher participation in school decision‐making

The article reviews research which has taken place relating to the influence of certain biographical factors on head‐teacher and teacher perspectives on who should take decisions within schools. The particular biographical factors which are considered are status, sex, age, length of experience and school size. Each is examined independently and shown to have some influence though existing research does not always agree on the type or extent of this influence. The article concludes by stating that whatever this influence might be, it is only one small aspect of the complex decision‐making process.     

Kay‐Shuttleworth and the training of teachers for pauper schools

Abstract

Radical constructivism has had a major influence on present‐day education, especially in the teaching of science and mathematics. The article provides an epistemological profile of constructivism and considers its strengths and weaknesses from the standpoint of its educational implications. It is argued that there are two central problems with constructivism: anti‐realism and individualism which, in turn, lead to difficulties associated with idealism and relativism which, together, prove fatal for the theory.     

Learning‐to‐learn and learning‐to‐teach: the impact of disciplinary subject study on student‐teachers’ professional identity

A coherent view of student‐teachers’ preparation and the learning experiences to which they are exposed are key to sustaining the relevance of university‐based teacher‐education programmes. Arguably, such coherence is lacking and the research base to an understanding of the student‐teacher experience is still a relatively limited one. This paper takes the view that student‐teachers’ epistemological growth is a key component of their professional development, their sense of identity as intending teachers, and their successful entry into a teaching career. In adopting a phenomenographic approach it explores a chain of evidence which demonstrates that immersion in the processes of learning and knowing, within a specific disciplinary context, had a significant impact on students’ emerging professional identities and on their values as teachers which extends beyond the subject matter itself. Arguably, the findings of this case‐study hold important implications for a teacher‐education programme and for effective pedagogic practice.     

The recruitment of VET teachers and the failure of policy in England’s further education sector

England’s further education (FE) sector has been characterised by instability and policy churn for at least three decades during which time reform of vocational education and training (VET) has been piled on top of reform, with few resulting in lasting change. In the context of another ambitious new reform of VET in England, this article reports on a study that examined the chronic difficulties in recruiting teachers of vocational science, engineering and technology (SET) to FE colleges. We argue that these difficulties in recruiting SET teachers reveal persistent weaknesses in policy planning for the English VET sector and help to explain the serial failure of VET policy in England.     

Studying English with Thai and native‐speaking teachers

This research examined how students in foundation English classes perceive their Thai and native‐speaking teachers. The researchers surveyed students at five universities and compared a group of 600 students studying with native‐speaking teachers with another group of 600 students studying with Thai teachers in order to investigate three areas: (1) students’ previous background in English‐language learning, (2) students’ general opinions and preferences for studying English with Thai or native‐speaking teachers, and (3) student perceptions of studying with their current English teachers. Overall, most students had similar backgrounds and thought positively about their classroom teachers. However, there were differences in students’ teacher preferences for studying English; students more commonly preferred the type of teacher that was presently teaching them. This suggests that the type of teacher in the classroom does have some effect on students’ preferences and should be considered a factor when analysing research related to native‐speaking and nonnative‐speaking English teachers.     

The teaching efficacy beliefs of pre‐service teachers in the USA and Turkey

The purpose of this study was to compare pre‐service elementary teachers' sense of mathematics teaching efficacy beliefs in a Turkish university and in a major American university located in the Midwest. The data for this study were collected by means of the Mathematics Teaching Efficacy Beliefs Instrument. In the Turkish sample there were 141 pre‐service elementary teachers, and in the American sample there were 104 pre‐service elementary teachers. Results from the study indicate that pre‐service teachers in Turkey tend to have a stronger belief that teaching can influence student learning when compared with pre‐service teachers in the United States. However, a similar difference was not observed for personal mathematics teaching efficacy.     

Change‐of‐career secondary teachers: motivations,expectations and intentions

In New Zealand there is an increasing trend for people with prior occupational experiences to enter secondary teaching. At a time when the media is continually questioning the status and capability of the teaching profession, we explore what or who motivates people to change their occupational paths and enter the teaching profession. Our sample of 68 newly qualified change‐of‐career teachers reported multiple factors related to their decision to pursue teaching. The matrix of reasons involved a range of “push and pull” factors related to previous work and family experiences, values and task expectancies. Three cluster groups of teachers – “Looks Good”, “Time is Right” and “Teaching is Me” – were developed to illustrate the relative influence of different combinations of reasons. We looked at how these teachers' motivations and prior experiences impacted on early and long‐term career expectations and intentions.     

When you’re smiling: exploring how teachers motivate and engage learners in the further education sector

This paper is based on a one-year research project in the UK designed to investigate teachers’ strategies for motivating learners and managing non-compliant behaviour in the further education sector. Carried out in collaboration with 203 teachers in three colleges of further education, the inquiry set out to identify, through the use of observations and focus groups, the learner behaviours most commonly identified by teachers as ‘challenging’, and the methods teachers employ to successfully address these. It also sought to capture teachers’ theories about the possible causes of non-engagement, with a view to incorporating findings about both theorising and practice into sessions for initial teacher training and continuing professional development. Drawing on these data, this paper suggests that lack of motivation in the 14–19 age group is a common phenomenon across this range of colleges, manifesting in behaviours such as lack of punctuality, failure to submit coursework and refusal to remain on task; and that experienced teachers are no more effective in managing such behaviours than teachers new to the profession. The implications in terms of teacher education and development are discussed in the final section, which points to evidence that, although positive teacher–learner interaction is found to be productive in addressing the immediate symptoms of disengagement, participants in the study consider the root causes to lie beyond their control.     

Biography and social structure in the socialization of student teachers: a re‐examination of the pupil control ideologies of student teachers

This study examined the effects of the student teaching experience on the pupil control ideologies of student teachers and attempted to assess the relative contributions of biography and social structure in determining student teacher attitudes toward pupil control. The subjects were forty elementary student teachers from one midwestern university. The results indicated that student teachers did not become more custodial in their views toward pupil control by the end of the experience. Furthermore, cooperating teachers exerted little influence on student teacher pupil control ideologies once the effects of biography were removed. It was concluded that biography does play an important part in the socialization of student teachers and that future research on student teaching should consider the effects of biography and social structure together within an interactive model of socialization. Finally, the limitations of focusing exclusively on student teacher ideologies are discussed and the concept of perspectives is offered as a potentially heuristic tool for overcoming these limitations.     

Learning through boundary‐crossing: further education lecturers learning in both the university and workplace

This paper reports on a research project that sought to gain a deeper understanding of the contribution that universities make to the professional learning of teachers. The particular case studied was a group of learners who were engaged in an in‐service teacher education course for further education (FE) whilst also working as lecturers in FE colleges in Scotland. The paper develops the narrative of learning across boundaries (Saunders 2006 Saunders, M. 2006. From ‘organisms’ to ‘boundaries’: The uneven development of theory narratives in education, learning and work connections.. Journal of Education and Work, 19: 1–27. [Taylor & Francis Online] [Google Scholar]) drawing on the work of Engeström (1987 Engeström, Y. 1987. Learning by expanding: An activity‐theoretical approach to developmental research, Helsinki: Orienta‐Konsultit. [Crossref] [Google Scholar], 2001 Engeström, Y. 2001. Expansive learning at work: Toward an activity theoretical reconceptualisation.. Journal of Education and Work, 14: 133–56. [Taylor & Francis Online] [Google Scholar]). The claim made is that the learning that takes place across the boundary of the workplace and university has the possibility of helping learners to resolve issues that the workplace alone does not provide them with the resources to resolve.

Cet article fait un compte‐rendu sur un projet de recherche dont le but était d'approfondir les connaissances sur la contribution des universités à la formation professionelle des professeurs. Le cas particulier qu'on a étudié était un groupe d'apprenants qui ont suivi un cours de formation d'enseignement professionnelle en travaillent commme professeurs dans des centres d'enseignement professionnel. L'article se déroule la narration d'apprentissage à travers les frontières (Saunders 2006 Saunders, M. 2006. From ‘organisms’ to ‘boundaries’: The uneven development of theory narratives in education, learning and work connections.. Journal of Education and Work, 19: 1–27. [Taylor & Francis Online] [Google Scholar]) et d'après les recherches d'Engstrom (1987 Engeström, Y. 1987. Learning by expanding: An activity‐theoretical approach to developmental research, Helsinki: Orienta‐Konsultit. [Crossref] [Google Scholar], 2001 Engeström, Y. 2001. Expansive learning at work: Toward an activity theoretical reconceptualisation.. Journal of Education and Work, 14: 133–56. [Taylor & Francis Online] [Google Scholar]). On prétend que la connaissance qu'on a produit à travers des frontières du lieu de travail et de l'université pourrait aider les étudiants à résoudre des problèmes qu'ils ne pourraient pas résoudre en travaillant seulement.

Este trabajo presenta un proyecto de investigación que ha buscado una comprensión más detallada sobre la contribución aportada por la universidad al aprendizaje profesional del profesorado. El trabajo ha estudiado un grupo de alumnos que participaron en un curso avanzado de educación mientras trabajaban como profesores en institutos de enseñanza en Escocia. El estudio desarrolla la temática del aprendizaje a través de límites (Saunders 2006 Saunders, M. 2006. From ‘organisms’ to ‘boundaries’: The uneven development of theory narratives in education, learning and work connections.. Journal of Education and Work, 19: 1–27. [Taylor & Francis Online] [Google Scholar]) inspirándose en el trabajo de Engeström (1987 Engeström, Y. 1987. Learning by expanding: An activity‐theoretical approach to developmental research, Helsinki: Orienta‐Konsultit. [Crossref] [Google Scholar], 2001 Engeström, Y. 2001. Expansive learning at work: Toward an activity theoretical reconceptualisation.. Journal of Education and Work, 14: 133–56. [Taylor & Francis Online] [Google Scholar]). La reivindicación hecha es que el aprendizaje que tiene lugar a través del límite del lugar de trabajo y la universidad tiene la posibilidad de ayudar a los alumnos en resolver asuntos en que el lugar de trabajo por si solo no puede proveerles con los recursos para su resolución.

Dieser Artikel berichtet die Resultate eines Forschungsprojektes, dass zu verstehen versuchte, was Universitäten zum professionellen Lernen von Lehrern beitragen. Ein Gruppe von Studenten wurder untersucht, die in Schottland an Berufsschulen unterrichteten und gleichzeitig an einem Weiterbildungskurs fuer Lehrkräfte an der Universität teilnahmen. Der Artikel ist auf der Arbeit von Engström basiert und konzentriert sich auf Lernen, das über Grenzen hinweg stattfindet (Saunders) (in unserem Fall Arbeitsplatz und Universität). Wir behaupten, dass das solches Lernen grössere Moeglichkeiten bietet, Probleme zu lösen, als Lernen, welches nur am Arbeitsplatz stattfindet.     

A new approach to training teachers to meet the diverse learning needs of deaf and hard‐of‐hearing children within inclusive Australian schools

A restructured postgraduate teacher education programme is described specifically with regard to its commitment to prepare educators to work effectively with deaf and hard‐of‐hearing children in inclusive settings. The focus of the paper is on the design and development process rather than on the evaluation of the outcomes. Background information is provided about the design and development of the programme, including the components that support a strong relationship between special and general educators. The paper details the philosophical and pedagogical underpinnings of the programme, planned outcome measures for the graduate teachers, and highlights the challenges in programme design and development.     

A review of distance‐learning studies in the U. S. military

Abstract

This review of literature includes recent studies of distance learning in military settings. Aspects of distance learning reviewed include 1) distance learning delivery systems, 2) effectiveness studies comparing distance learning and resident training, and 3) speculation as to the future of distance learning in military settings. Additionally, the results of interviews conducted at military sites and universities with experience in distance learning are reported.     

Restructuring teachers’ work‐lives and knowledge in England and Spain

This article explores the restructuring of education in England and Spain. Against a presumably homogeneous global streamlining of educational systems according to competition‐driven goals, the comparison of teachers’ work‐lives and professional knowledge evidences a variety of experiences under‐represented in discourses on global restructuring. Our argument highlights how in England political reforms have worked their way deep into the working lives of professionals, giving rise to a ‘managerial’ model of professionalism, whereas in Spain reforms are more loosely coupled with teachers’ work, favoring a ‘social service’‐oriented model. However, despite the different professional ideals, teachers uniformly stressed the challenges they face were predominantly due to broader social transformations for which policy reforms provided few if any remedies. Our study emphasizes the variety of educational reforms and teachers’ experiences in the European context and argues further educational change should be bound to the historical trajectory and the concrete needs of the professionals in question.     

Utopia vs. reality: the effectiveness of in‐service training courses for EFL teachers

The article explores the long‐term effectiveness of in‐service teacher training courses for English as a Foreign Language (EFL) teachers in the Greek educational context. It presents the results of a questionnaire designed and issued to teacher‐trainees a year after the completion of 60‐hour courses. The questionnaire assessed, among others, (a) teacher trainees' beliefs regarding the relevance of the knowledge acquired to their individual needs, (b) the extent to which they used the materials provided in the course, and (c) the usefulness of the subjects offered. The data are discussed in relation to strategies for optimising teacher training services and implications are drawn for the implementation of change in a broader educational context. A ‘cooperative model' is proposed for the promotion of change involving active cooperation between all agents involved in the educational process and necessitating top‐down and bottom‐up cooperation.     

Socio‐cultural‐historical constructivism in the preparation and practice of early childhood teachers in New Delhi,India

Abstract

The author conducted a study with early childhood educators in New Delhi to understand the teachers’ perceptions of the relationship between their preparation and practice within a theory‐practice framework. The research problem emanated from the observations and experiences of the author, indicating an existing three‐way tension between the design of current Indian teacher education programs, the dominant discourse of early childhood education, and the underlying values of Indian philosophy that defined the construct of the teacher and child in Indian society.     

The children of the educational expansion era in Germany: education and further training participation in the life‐course

In this article, we examine the social dimension of inequality in educational participation. We look at the social transmission and gender‐specific channelling of education and further training in the context of employment and family. Based on quantitative survey data and qualitative interview data collected from a multi‐level empirical life‐course study (Hamburg Biographical and Life‐Course Panel: 1980–2006) conducted with a sample of the 1979 cohort of secondary school graduates in Hamburg, Germany, we discuss the education and further training practices in their lives – with special emphasis on social class of origin and gender.     

Foreign language teachers and the implementation of intercultural education: a comparative investigation of the professional self‐concepts and teaching practices of Belgian teachers of English,French and German

It has now become a commonplace to state that foreign language learning should be viewed from an intercultural perspective. Teachers are now required to teach intercultural communicative competence instead of mere communicative competence. It follows that new professional demands are made on teachers. The assumption seems to be that teachers are already moving in the advocated direction and are willing to support the new objectives put forward. The observation that this belief remains largely intuitive with little rigorous evidence to support it constituted the rationale for the research we report on here. The study's aim was to enquire into how the current professional self‐concepts of Flemish teachers of English, French and German relate to the envisaged profile of the intercultural foreign language teacher and into the extent to which their teaching practice can be characterized as directed towards the attainment of intercultural communicative competence instead of towards communicative competence. The findings of this study inspire optimism that progress is being made and that teachers are willing to support intercultural objectives. At the same time, our hypothesis that teachers might not yet have left approaches that favour the teaching of communicative competence for approaches directed towards the acquisition of intercultural communicative competence found confirmation.

Il est à présent communément admis que l'acquisition des langues étrangères doit être considérée dans une perspective interculturelle et que les professeurs ne doivent pas enseigner la compétence communicative mais la compétence communicative interculturelle. Par conséquent, de nouvelles exigences professionnelles s'imposent. On suppose généralement que les professeurs sont déjà en train de s'orienter vers cette nouvelle direction et sont positifs vis‐à‐vis des nouveaux buts à atteindre. Le fait que cette supposition est surtout intuitive et n'est pas étayée par des données objectives constitue le point de départ de l'étude que nous présentons dans cet article. Notre étude consiste à examiner le rapport entre l'image professionnelle qu'ont les professeurs flamands d'anglais, de français et d'allemand d'eux‐mêmes et le profil voulu d'un professeur de langues étrangères sous l'angle interculturel, ainsi que la mesure dans laquelle leur pratique d'enseignement peut être caractérisée comme orientée vers l'acquisition d'une compétence communicative interculturelle au lieu d'une compétence communicative. Les résultats de notre étude suggèrent que les pratiques ont en effet évolué dans ce domaine et que les professeurs veulent atteindre les objectifs interculturels. En même temps, notre hypothèse selon laquelle les professeurs n'auraient pas encore remplacé les approches qui favorisent l'apprentissage de la compétence communicative par les approches orientées vers l'acquisition de la compétence interculturelle a été confirmée.

Behaupten, dass der Fremdsprachenunterricht aus interkultureller Sicht betrachtet werden soll, ist heutzutage zu einem Gemeinplatz geworden. FremdsprachenlehrerInnen werden erwartet, interkulturelle kommunikative Kompetenz statt kommunikative Kompetenz zu fördern. Folglich werden neue professionelle Anforderungen an LehrerInnen gestellt. Generell wird angenommen, dass LehrerInnen die neuen interkulturellen Zielsetzungen unterstützen und sie in ihrem Unterricht auch anstreben. Die Beobachtung, dass diese Annahme größtenteils intuitiv bleibt und nicht von empirischen Daten untermauert wird, war Anlass zu der Untersuchung, über die hier berichtet wird. Zielsetzung der Studie war es, zu überprüfen, in wie weit das professionelle Selbstverstehen von Flämischen Englisch‐, Französisch‐ und DeutschlehrerInnen sich zum Profil des interkulturellen Fremdsprachenlehrers verhält, und in welchem Maße der aktuelle Unterricht sich als Unterricht charakterisieren läßt, der den Erwerb interkultureller kommunikativer Kompetenz statt kommunikativer Kompetenz nachstrebt. Die Ergebnisse unserer Studie sind vielversprechend und zeigen, dass Fortschritte gemacht werden und dass LehrerInnen dazu bereit sind, in ihrem Unterricht interkulturelle Zielsetzungen anzustreben. Zugleicherzeit aber bestätigt unsere Studie die Hypothese, dass der aktuelle Fremdsprachenunterricht eher auf den Erwerb kommunikativer als interkultureller kommunikativer Kompetenz ausgerichtet ist.

Hoy en día es un tópico afirmar que el aprendizaje de las lenguas extranjeras debería ser abordado desde una perspectiva intercultural. Actualmente se les pide a los profesores de lengua que impartan competencias comunicativas interculturales en lugar de meras competencias comunicativas. De ahí que los profesores tengan que responder a nuevos requisitos profesionales. La suposición parece ser que los profesores ya están yendo en la dirección indicada y que están dispuestos a llevar a cabo los nuevos objetivos. La observación de que esta opinión todavía es muy intuitiva y que no está apoyada en evidencia rigorosa constituye el motivo de la investigación que presentamos aquí. El objetivo de este estudio es examinar en qué medida la auto‐percepción de profesores flamencos de inglés, francés y alemán se corresponde con el perfil previsto del profesor de lengua extranjera intercultural, y hasta qué punto sus prácticas docentes están enfocadas hacia la adquisición de la competencia comunicativa intercultural en lugar de la competencia comunicativa. Los resultados de este estudio justifican el optimismo ante la idea de que hay progreso y que los profesores están dispuestos a fomentar objetivos interculturales. Al mismo tiempo, se ve confirmada nuestra hipótesis de que hay profesores que aún no han cambiado enfoques que favorecen la enseñanza de competencia comunicativa por enfoques dirigidos a la adquisición de la competencia comunicativa intercultural.