Pastoral Care and Teacher Stress

Charlton and David argue that counselling is not the only form of support available to pupils—and they in fact suggest that ‘counselling’ may be an overused term. They highlight pupils' need and right to be listened to. They go on to point out that in busy classrooms, teachers may not always find time to listen to and adequately support pupils. Alternative ‘listening’ facilities via peer support are discussed. Finally, the benefits of this peer resource are outlined for teachers as well as those administering and in receipt of help.     

Costing Initial Teacher Education: Do Institutions Cost their Primary Provision

Initial Teacher Education (ITE) courses operated by Higher Education Institutions (HEIs) have, for several years, been facing a decreasing unit of resource. Over the same period these HEIs have also been required to introduce a 'prescribed curriculum' for Initial Teacher Education and transfer a proportion of their funding to placement schools. In this context, a survey of all primary undergraduate providers in England was undertaken to determine the extent to which these changing financial conditions were formally incorporated within course design. An analysis of the responses indicates that only a minority of institutions formally cost their courses, and the factors that are included in the costing process vary significantly between institutions. The availability of the data, within institutions, leads to questions concerning the extent to which these data inform course design decisions, and the extent to which HEIs can effectively argue with resource decisions made by the funding body.     

Art Education in Initial Teacher Education: A Negotiated Education

In this article we aim to highlight the issues we have encountered in teaching art curriculum courses on the primary BAEd degree programme. The main issues addressed are student self-confidence and the conditions which form barriers to active engagement in art activities. These we have addressed in the context of the wide changes taking place since the Education Reform Act of 1988. Our concern is that students develop the confidence to implement change in accord with their own convictions. We describe how we support them in their developing autonomy through the various strategies we have developed including the recognition and transfer of prior knowledge and reflection on the process of their own learning.     

The Impact of a Decade of Educational Change on Pastoral Care and PSE: A Survey of Teacher Perceptions

This paper reports an investigation via questionnaire into the changes in pastoral care and PSE since 1988 and the Reform Act. The author outlines the key changes since 1988 and constructs several hypotheses. These hypotheses predict that the effects on these two areas will have been negative. However, the results obtained from the survey were more positive than expected. Many respondents saw the changes as having increased the perceived importance of pastoral care.     

Teacher Education Objectives: A Survey of Student Views

This article is a summary of the Survey of Teacher Education Objectives: The Views of Diploma in Education Students published as a monograph in 1982. A report of the previous study was published in 1981 and a summary of the report appeared in Vol. 4 No. 1 of this Journal.     

实践取向:职前教师教育模式的重构

实践取向的教师知识观强调教师实践性知识在课堂教学中的重要作用,在教师教育观上主张在实践场景下,创设学习共同体,帮助未来教师形成和发展实践性知识。本研究基于实践性知识的性质、内容、来源及获得途径,以小学教师职前教育为例,重建职前教师教育模式——"理论-实践交融"模式。这一模式的特点是:理论与实践相互渗透、交融。在理论-实践共同体中,未来教师的理论学习与"主题见习"结合,真实情景下的学习而理论总是"在场"。     

高校教师激励策略探析

从激励理论的基本原理出发,结合我国高等院校人事分配制度改革的要求,提出如下激励策略:定编适岗,推行校内教师岗位聘任制;切实提高待遇,深化校内收入分配体制改革;利用精神激励体系;定量和定性相结合,健全绩效考核体系.     

Pastoral Care, Spirituality and Physical Education

Within the sphere of Physical Education (PE), many observers ( Shields and Bredemeier, 1995; Capel, 2003; Green, 2003 ) have identified PE staff as having a special empathy for children's pastoral care needs and the development of Personal, Social, and Health Education (PSHE). Such factors as the varied situations and venues in which the subject is delivered, including off-campus and extra curricular activities, perhaps lead interested staff into work that locks into the welfare and personal development needs of children. Accordingly, one of the more interesting challenges posed by National Curriculum Physical Education (NCPE) in England and Wales is that it requires the teacher to address the spiritual development of the pupil; this obligation is made clear through the Spiritual, Moral, Social and Cultural (SMSC) elements of the subject. This paper focuses attention on the merging of this separate spiritual dimension with the other three concepts. While the moral, social and cultural elements of SMSC are recognized components of PE participation, the grouping raises the question of whether PE teachers can develop children's spiritual growth. This paper argues that such a pathway may be possible but that at present there is considerable confusion related to the challenge.     

Transactional Analysis, Pastoral Care and Education

This paper explores how transactional analysis (TA) is enhancing pastoral care in mainstream and special education contexts. The author introduces TA as a powerful educational theory and provides illustrative accounts of how it is being applied in classrooms and staffrooms in the United Kingdom.     

Initial Teacher Education in Spain: a critical analysis

ABSTRACT

Initial teacher education of primary and secondary teachers in Spain is discussed. Recent developments are described with particular reference to the new curriculum, the institutional framework in which it is developed, the education level required, professional education, its structural coherence and rigour and the innovation it involves. These developments and current provisions are critically appraised and alternatives proposed.     

A Model for Staff Development in Information Technology within Initial Teacher Training Institutions

ABSTRACT

This paper reflects on the uptake of information technology (IT) as a delivery strategy in the learning and teaching processes and suggests that it is no longer satisfactory from the pupils' perspective to leave this to informal staff development strategies. The ability to use IT appropriately and effectively in the classroom must be thoroughly embedded in the pedagogy of teacher training institutions. For this to happen, these institutions need to adopt interventionist strategies for staff development so that learning through IT is a process that all student teachers experience, evaluate and learn to manage in the classroom situation. This paper examines a project for staff development in IT in a particular college and, following on the project's success, offers it as a possible model for successful staff development in IT.     

Self-Harm: A Challenge for Pastoral Care

Deliberate self-harm (DSH) has received a considerable deal of recent publicity in the press and through the creation of a National Inquiry into Self-Harm and Young People, and there are grounds for believing that it is on the increase. Little is known about how DSH impacts upon schools or how teachers and support staff respond. This paper begins with seven extracts from 34 research interviews undertaken in 2003/4, which illustrate the experiences of DSH in educational contexts. The complex nature of DSH is examined, and the challenges that it poses for pastoral casework, the pastoral curriculum and the school as a community are considered. Issues raised include the need for training and support for teachers, problems of confidentiality and the boundaries between professional and personal involvement. The paper ends by considering the implications for schools that wish to make better pastoral and curricular provision in response to this disturbing phenomenon.     

Environmental Education in the United States: A Survey of Preservice Teacher Education Programs

Abstract

The status of the environmental education component of preservice teacher education programs is unknown nationally. This study surveyed 715 institutions of teacher education using a mail questionnaire. The response rate was approximately 63%. The results indicate that most schools have few requirements related to environmental education, and in the majority of schools environmental education is not institutionalized.