Importing control in Initial Teacher Training: theorizing the construction of specific habitus in recent proposals for induction into teaching

This article attempts to provide theoretical perspectives on the recent Conservative-led Coalition Government’s promotion of Teach First and related initiatives in England. In particular, we suggest the emergence of three ‘ideal’ types of teacher in the initial teacher training programmes outlined in the 2010 White Paper and related Conservative discourse: the ‘Elite Graduate’, the ‘High Flyer’ and the ‘Ex-Soldier’. These ‘ideals’, we argue, are dually performative: not only legitimating habitus proximate to Conservative ideological interests, but also awarding them authority over pupils and the educational ‘field’. We begin our discussion with an analysis of the amendments to school disciplinary practice proposed in April 2011 which appear to place new emphasis on teachers’ dispositions. Seen in the light of concomitant criticism of current teachers’ passivity, we suggest, these changes relate to our ‘ideals’ in two ways. Firstly, suggesting the need for a new cohort of teachers up to the challenge of authority. Secondly, enabling the ‘ideals’ to exercise their habitus in judgements over pupils.     

The importance of structuring information and resources within shared workspaces during collaborative design learning

This paper investigates how the organization or structure of information and resources in shared workspaces influences team sharing and design learning. Two groupware products, BSCW and TikiWiki, were configured so that teams could structure and share resources. In BSCW the resources were structured hierarchically using folders and subfolders whereas in TikiWiki resources were structured using interlinked wiki pages (like web pages). The results showed that the groupware technology used, the collaborative task set and opportunities to reflect all influenced the way teams structured resources and that well‐structured resources facilitated team collaboration and design learning. The discussion focuses on the need to help students develop information literacy skills and on why asking students to structure resources might help develop their design expertise.     

The development process for the optional teacher assessment materials for English for use in Wales at the end of Key Stage 2

This paper outlines the development process that took place for the production of assessment materials to be used by teachers in Wales now that statutory testing at the end of KS2 has been abolished. The aim was to provide teachers with a free, but rich, optional resource that would allow for assessment of pupils' abilities in a wide range of skills and competencies embedded in the English curriculum and demonstrate how teacher assessments could be used both summatively and formatively.     

Informed learning: A pedagogical construct attending simultaneously to information use and learning

The idea of informed learning, applicable in academic, workplace and community settings, has been derived largely from a program of phenomenographic research in the field of information literacy, which has illuminated the experience of using information to learn. Informed learning is about simultaneous attention to information use and learning, where both information and learning are considered to be relational; and is built upon a series of key concepts such as second-order perspective, simultaneity, awareness, and relationality. Informed learning also relies heavily on reflection as a strategy for bringing about learning. As a pedagogical construct, informed learning supports inclusive curriculum design and implementation. Aspects of the informed learning research agenda are currently being explored at the Queensland University of Technology (QUT).     

Student Pedagogical Teams: Students as Course Consultants Engaged in Process of Teaching and Learning

Faculty engage in “pedagogical solitude,” in which they plan, teach, and assess their work alone. To optimize teaching environments and learning outcomes, students can serve as “student pedagogical teams” (SPT) and provide feedback on instructor performance, course structure, and content. Using self-determination theory, this study explored the experiences of students serving on SPTs, faculty perceptions, and impact on class motivation. Mixed methods design. Two sections of Psychosocial Aspects incorporated SPTs, while two did not. SPTs administered five two-minute papers to obtain feedback shared with faculty at three points during the semester. All sections completed the Motivated Strategies for Learning Questionnaire (MSLQ) pre-/post-semester. SPTs completed midterm and final reflections, and faculty reflected after each SPT-faculty meeting. Results confirmed serving on SPTs gave students a voice, increased motivation, appreciation for the complexity of teaching and respectful communication. Faculty gained a wider perspective on classroom practice. MSLQ results indicated that test anxiety increased U=547, p=.00, α2 =0.05 for the control groups. Intrinsic value was higher for the experienced instructor U=150, p=.04, α2 =0.05; and self-regulation was greater for the experimental sections U=664, p=.03, α2 =0.05. Using SPTs, faculty can establish classroom environments that facilitate students' internal motivation, active learning, and ultimately their intellectual development.