Beth sydd eisoes yn hysbys? Mae’r erthygl hon yn cynnig methodoleg ar gyfer ymchwilio i ddeallusrwydd emosiynol o fewn cyd-destunau gwaith arweinwyr addysgol. Roedd methodolegau sy’n bodoli eisoes yn cynnwys nifer o ddulliau a oedd weithiau’n gwrth-ddweud ei gilydd, heb yr un ohonynt yn gweddu’n union i nodau’r prosiect. Mae’r erthygl hon yn archwilio’r gwahanol enghreifftiau o wrth-ddweud sy’n codi ynddynt, ac yn cyfiawnhau’r dewis terfynol o dri dull ar gyfer sicrhau’r data angenrheidiol. Beth mae’r erthygl hon yn ei ychwanegu? Nid yw’r dulliau eu hunain yn newydd; yr hyn a oedd yn arloesol oedd eu defnydd cyfunol i ddehongli sut roedd arweinwyr yn credu eu bod yn defnyddio deallusrwydd emosiynol i ddylanwadu ar waith tîm a rhannu gweledigaeth. Mae materion cyfieithu sy’n deillio o gyd-destun yr ymchwil hefyd yn cael sylw byr. Mae’r cyfan wedi’i fframio trwy lens ymchwil fel taith, a methodoleg yn fap ar gyfer y daith honno. Beth yw’r goblygiadau? Mae’r erthygl hon wedi’i bwriadu ar gyfer arweinwyr ysgol, athrawon-ymchwilwyr ac academyddion sy’n dymuno archwilio effaith deallusrwydd emosiynol arweinwyr yn hytrach na dim ond ceisio ei fesur. Mae’n pwysleisio pwysigrwydd gwerthuso deallusrwydd emosiynol yn ei gyd-destun trwy ddisgrifio un prosiect a geisiodd grynhoi dirnadaeth ddofn o’r cysylltiadau rhwng deallusrwydd emosiynol ac arweinyddiaeth ysgol mewn tair ysgol gynradd yng Nghyprus.
{"title":"Cyrchu’r Cnu Aur: cyrch i werthuso’r ffordd y mae Deallusrwydd Emosiynol yn dylanwadu ar waith arweinwyr ysgolion cynradd","authors":"Stella Stavrou Theodotou, Janet A. Harvey","doi":"10.16922/wje.p3","DOIUrl":"https://doi.org/10.16922/wje.p3","url":null,"abstract":"Beth sydd eisoes yn hysbys? Mae’r erthygl hon yn cynnig methodoleg ar gyfer ymchwilio i ddeallusrwydd emosiynol o fewn cyd-destunau gwaith arweinwyr addysgol. Roedd methodolegau sy’n bodoli eisoes yn cynnwys nifer o ddulliau a oedd weithiau’n gwrth-ddweud ei gilydd, heb yr un ohonynt yn gweddu’n union i nodau’r prosiect. Mae’r erthygl hon yn archwilio’r gwahanol enghreifftiau o wrth-ddweud sy’n codi ynddynt, ac yn cyfiawnhau’r dewis terfynol o dri dull ar gyfer sicrhau’r data angenrheidiol. Beth mae’r erthygl hon yn ei ychwanegu? Nid yw’r dulliau eu hunain yn newydd; yr hyn a oedd yn arloesol oedd eu defnydd cyfunol i ddehongli sut roedd arweinwyr yn credu eu bod yn defnyddio deallusrwydd emosiynol i ddylanwadu ar waith tîm a rhannu gweledigaeth. Mae materion cyfieithu sy’n deillio o gyd-destun yr ymchwil hefyd yn cael sylw byr. Mae’r cyfan wedi’i fframio trwy lens ymchwil fel taith, a methodoleg yn fap ar gyfer y daith honno. Beth yw’r goblygiadau? Mae’r erthygl hon wedi’i bwriadu ar gyfer arweinwyr ysgol, athrawon-ymchwilwyr ac academyddion sy’n dymuno archwilio effaith deallusrwydd emosiynol arweinwyr yn hytrach na dim ond ceisio ei fesur. Mae’n pwysleisio pwysigrwydd gwerthuso deallusrwydd emosiynol yn ei gyd-destun trwy ddisgrifio un prosiect a geisiodd grynhoi dirnadaeth ddofn o’r cysylltiadau rhwng deallusrwydd emosiynol ac arweinyddiaeth ysgol mewn tair ysgol gynradd yng Nghyprus.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128150020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mae’r papur hwn yn mynd i’r afael â mater addysgu athroniaeth mewn addysg gynradd, uwchradd ac ôl-uwchradd/trydyddol a photensial ei gynnwys yng nghwricwla ysgolion yng Nghymru. Roedd y data ar gyfer yr ymchwil empirig hon yn deillio o astudiaeth dulliau cymysg yn cynnwys data ansoddol (cyfweliadau lled-strwythuredig, n=12) a meintiol (arolwg ar-lein, n=163). Cynhyrchodd dadansoddiad ystadegol disgrifiadol ar gyfer data meintiol a dadansoddiad thematig ar gyfer data ansoddol dystiolaeth sy’n awgrymu bod athrawon yn gweld athroniaeth yn fwy fel rhan annatod o bynciau eraill ac fel dull o ddysgu yn hytrach nag fel pwnc academaidd arwahanol. At hynny, ystyrir athroniaeth yn bennaf fel rhan o’r tri Maes Dysgu a Phrofiad canlynol: Dyniaethau, Iechyd a Lles ac Ieithoedd, Llythrennedd a Chyfathrebu. Mae’r erthygl felly yn ystyried cwmpas cymwysiadau ymchwil a goblygiadau i ymarferwyr addysgol a llunwyr polisi.
我们的研究成果可以帮助您了解在国家、地区和国际层面上，对妇女、儿童和青少年的影响。这些数据是通过对网络数据（Cyfweliadau lled-strwythuredig，n=12）和微观数据（arolwg ar-lein，n=163）的分析得出的。从数据上看，该研究的目标是消除对妇女的歧视，从数据上看，该研究的目标是消除对妇女的歧视。在此，您可以了解到 Maes Dysgu 和 Phrofiad 大学的最新情况：Dyniaethau、Iechyd a Lles 和 Ieithoedd、Llythrennedd a Chyfathrebu。这些机构是：Dyniaethau、Iechyd、Lyc、Ieithoed、Llythrenned 和 Chyfathrebu。
{"title":"A oes gan athroniaeth rôl mewn ysgolion?","authors":"Darius Klibavicius","doi":"10.16922/wje.p2","DOIUrl":"https://doi.org/10.16922/wje.p2","url":null,"abstract":"Mae’r papur hwn yn mynd i’r afael â mater addysgu athroniaeth mewn addysg gynradd, uwchradd ac ôl-uwchradd/trydyddol a photensial ei gynnwys yng nghwricwla ysgolion yng Nghymru. Roedd y data ar gyfer yr ymchwil empirig hon yn deillio o astudiaeth dulliau cymysg yn cynnwys data ansoddol (cyfweliadau lled-strwythuredig, n=12) a meintiol (arolwg ar-lein, n=163). Cynhyrchodd dadansoddiad ystadegol disgrifiadol ar gyfer data meintiol a dadansoddiad thematig ar gyfer data ansoddol dystiolaeth sy’n awgrymu bod athrawon yn gweld athroniaeth yn fwy fel rhan annatod o bynciau eraill ac fel dull o ddysgu yn hytrach nag fel pwnc academaidd arwahanol. At hynny, ystyrir athroniaeth yn bennaf fel rhan o’r tri Maes Dysgu a Phrofiad canlynol: Dyniaethau, Iechyd a Lles ac Ieithoedd, Llythrennedd a Chyfathrebu. Mae’r erthygl felly yn ystyried cwmpas cymwysiadau ymchwil a goblygiadau i ymarferwyr addysgol a llunwyr polisi.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132320411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gan bwyso ar ddamcaniaeth addysg Dewey a’i ddealltwriaeth o ddemocratiaeth, mae’r traethawd hwn yn ceisio ateb y cwestiwn o sut y dylem addysgu pobl mewn cymdeithas ddemocrataidd. Wrth flaenoriaethu bywyd a hawliau’r plentyn fel hanfod a nod hollgynhwysol addysg mewn cymdeithas ddemocrataidd (Dewey 2010, t. 16), mae’r traethawd hwn yn dadlau bod yn rhaid i brofiad y plentyn o fywyd democrataidd y tu mewn a’r tu allan i ystafell ddosbarth yr ysgol gysylltu. At hynny, wrth addysgu pobl mewn cymdeithas ddemocrataidd, anogir dull blaengar gan yr holl randdeiliaid addysg sy’n galluogi delfrydau democrataidd megis parch, cydraddoldeb, galluogedd a chyfiawnder i gael eu hamlygu trwy adeiladwaith bywyd ysgol, gan dreiddio i arweinyddiaeth a threfn yr addysgu, i gynllunio’r cwricwlwm, arferion addysgegol a threfniadau asesu. Ar y llaw arall, mae’r traethawd hwn yn gwrthod goruchafiaeth dylanwadau hanfodwyr a bytholwyr sy’n hyrwyddo arferion addysgegol o ddominyddir gan athrawon a chwricwla difflach fel rhwystrau i newid cadarnhaol sy’n methu â chydnabod natur, gwerth a phrofiad bywyd unigol y plentyn, ac felly’n mygu datblygiad dilys.
{"title":"Sut y dylem addysgu pobl mewn cymdeithas ddemocrataidd?","authors":"Nadene Mackay","doi":"10.16922/wje.p1","DOIUrl":"https://doi.org/10.16922/wje.p1","url":null,"abstract":"Gan bwyso ar ddamcaniaeth addysg Dewey a’i ddealltwriaeth o ddemocratiaeth, mae’r traethawd hwn yn ceisio ateb y cwestiwn o sut y dylem addysgu pobl mewn cymdeithas ddemocrataidd. Wrth flaenoriaethu bywyd a hawliau’r plentyn fel hanfod a nod hollgynhwysol addysg mewn cymdeithas ddemocrataidd (Dewey 2010, t. 16), mae’r traethawd hwn yn dadlau bod yn rhaid i brofiad y plentyn o fywyd democrataidd y tu mewn a’r tu allan i ystafell ddosbarth yr ysgol gysylltu. At hynny, wrth addysgu pobl mewn cymdeithas ddemocrataidd, anogir dull blaengar gan yr holl randdeiliaid addysg sy’n galluogi delfrydau democrataidd megis parch, cydraddoldeb, galluogedd a chyfiawnder i gael eu hamlygu trwy adeiladwaith bywyd ysgol, gan dreiddio i arweinyddiaeth a threfn yr addysgu, i gynllunio’r cwricwlwm, arferion addysgegol a threfniadau asesu. Ar y llaw arall, mae’r traethawd hwn yn gwrthod goruchafiaeth dylanwadau hanfodwyr a bytholwyr sy’n hyrwyddo arferion addysgegol o ddominyddir gan athrawon a chwricwla difflach fel rhwystrau i newid cadarnhaol sy’n methu â chydnabod natur, gwerth a phrofiad bywyd unigol y plentyn, ac felly’n mygu datblygiad dilys.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121449285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper proposes a new framework for schools to use in evaluating and supporting their work around parental engagement. The paper begins by briefly examining the concept of parental engagement and moves on to an examination of the Epstein framework, which is the most widely used framework. This framework was first proposed in the last century, and the paper notes the advances in our understanding of parental engagement since that time. The paper concludes by offering a new framework to replace the one currently most often used. An appendix gives a practitioner’s version of the framework to enable planning and evaluation.
{"title":"A framework for family engagement : Going beyond the Epstein Framework","authors":"J. Goodall","doi":"10.16922/wje.24.2.5","DOIUrl":"https://doi.org/10.16922/wje.24.2.5","url":null,"abstract":"This paper proposes a new framework for schools to use in evaluating and supporting their work around parental engagement. The paper begins by briefly examining the concept of parental engagement and moves on to an examination of the Epstein framework, which is the most widely used framework. This framework was first proposed in the last century, and the paper notes the advances in our understanding of parental engagement since that time. The paper concludes by offering a new framework to replace the one currently most often used. An appendix gives a practitioner’s version of the framework to enable planning and evaluation.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127448933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E. Thomas, Carla Marie Owen, Ffion Hunt, Nia E. Young, Morgan Dafydd, Lise Fontaine, Michelle Aldridge-Waddon, K. Sullivan, S. Lloyd-Williams, Gwilym Siôn ap Gruffudd, Gareth Caulfield
One area of concern within a bilingual context relates to the appropriate ‘diagnostic’ assessment of bilingual children’s language abilities and to the suitable application of their assessment results in practice. Communication and language difficulties are numerous and complex, and manifest themselves in a variety of ways that are captured to different degrees via standardised tests. Such tools are readily available – often in multiple forms – in some languages, such as English, but less readily available in others. This is particularly the case for minority languages such as Welsh, and this poses great difficulty when aiming for a certain type of assessment of specific language abilities. This paper outlines the current state of diagnostic assessment tools for Welsh, with a specific focus on measures of literacy abilities. Drawing on research evidence from the Welsh context, we argue for appropriate training of educators in this area, and for the urgent need to develop tools that are both language and context specific, with relevant bilingual speaker norms, that have practical applications in the classroom, to ensure equitable and relevant diagnosis and support for all children educated in Wales.
{"title":"Working towards diagnosing bilingual children's language abilities: issues for teachers in Wales","authors":"E. Thomas, Carla Marie Owen, Ffion Hunt, Nia E. Young, Morgan Dafydd, Lise Fontaine, Michelle Aldridge-Waddon, K. Sullivan, S. Lloyd-Williams, Gwilym Siôn ap Gruffudd, Gareth Caulfield","doi":"10.16922/wje.24.2.4","DOIUrl":"https://doi.org/10.16922/wje.24.2.4","url":null,"abstract":"One area of concern within a bilingual context relates to the appropriate ‘diagnostic’ assessment of bilingual children’s language abilities and to the suitable application of their assessment results in practice. Communication and language difficulties are numerous and complex, and manifest themselves in a variety of ways that are captured to different degrees via standardised tests. Such tools are readily available – often in multiple forms – in some languages, such as English, but less readily available in others. This is particularly the case for minority languages such as Welsh, and this poses great difficulty when aiming for a certain type of assessment of specific language abilities. This paper outlines the current state of diagnostic assessment tools for Welsh, with a specific focus on measures of literacy abilities. Drawing on research evidence from the Welsh context, we argue for appropriate training of educators in this area, and for the urgent need to develop tools that are both language and context specific, with relevant bilingual speaker norms, that have practical applications in the classroom, to ensure equitable and relevant diagnosis and support for all children educated in Wales.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114735874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
From the earliest days of music in the primary (elementary) schools of England and Wales there has been pressure to equip children with the ability to perform music. The early influence of the established Church, and the value attached to musical performance ability as part of cultural aspirations or perceived heritage, ensured that teachers were judged on their ability to perform music, and in turn teach their pupils to do the same. Indeed, throughout successive legislation and the rise to graduate status of the teaching profession primary school teachers have been judged on their perceived ability to perform music themselves rather than on their pedagogic ability to teach it. This resulted in a situation where other aspects of musicality were virtually ignored and opportunities to develop alternative pedagogies, based a broader range of musical skills and interests, were neglected by successive policy makers. It is argued that with a broader conceptualisation of music envisaged in the new Curriculum for Wales, lessons can be learned from a ‘usable past’ which may enable primary school teachers to develop new pedagogic approaches, which would allow them to respond to children in an informed, artistic and musically sensitive manner, rather than requiring specific musical ‘skills’.
{"title":"Pedagogy versus performance in primary classroom music teaching: Lessons from a ‘usable past’ in Wales","authors":"G. Beauchamp, Thomas Breeze","doi":"10.16922/wje.24.2.6","DOIUrl":"https://doi.org/10.16922/wje.24.2.6","url":null,"abstract":"From the earliest days of music in the primary (elementary) schools of England and Wales there has been pressure to equip children with the ability to perform music. The early influence of the established Church, and the value attached to musical performance ability as part of cultural aspirations or perceived heritage, ensured that teachers were judged on their ability to perform music, and in turn teach their pupils to do the same. Indeed, throughout successive legislation and the rise to graduate status of the teaching profession primary school teachers have been judged on their perceived ability to perform music themselves rather than on their pedagogic ability to teach it. This resulted in a situation where other aspects of musicality were virtually ignored and opportunities to develop alternative pedagogies, based a broader range of musical skills and interests, were neglected by successive policy makers. It is argued that with a broader conceptualisation of music envisaged in the new Curriculum for Wales, lessons can be learned from a ‘usable past’ which may enable primary school teachers to develop new pedagogic approaches, which would allow them to respond to children in an informed, artistic and musically sensitive manner, rather than requiring specific musical ‘skills’.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123476697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Goodall, H. Lewis, Z. Clegg, A. Ylonen, C. Wolfe, S. Owen, C. Hughes, Margaid Williams, Delyth Roberts, Ibtihal Ramadan
This paper presents a unique view of the perceived value of parental engagement with children’s learning within Initial Teacher Education (ITE) in Wales, the first such investigation of its kind. This paper arises from a research project sponsored by Welsh Government and undertaken by teams from Swansea and Bangor Universities. The paper reports the views of ITE providers, student teachers, mentors, parents and external stakeholders, regarding their experiences during the pandemic lockdown. The research found that while parental engagement was valued by all stakeholders, there was a lack of consistency about how this was defined and enacted. The paper proposes a disjuncture between espoused theory and theory in action, in relation to parental engagement in children’s learning, and ends with recommendations for policy, practice and further research.
{"title":"Defining Parental Engagement in ITE: from relationships to partnerships","authors":"J. Goodall, H. Lewis, Z. Clegg, A. Ylonen, C. Wolfe, S. Owen, C. Hughes, Margaid Williams, Delyth Roberts, Ibtihal Ramadan","doi":"10.16922/wje.24.2.2","DOIUrl":"https://doi.org/10.16922/wje.24.2.2","url":null,"abstract":"This paper presents a unique view of the perceived value of parental engagement with children’s learning within Initial Teacher Education (ITE) in Wales, the first such investigation of its kind. This paper arises from a research project sponsored by Welsh Government and undertaken by teams from Swansea and Bangor Universities. The paper reports the views of ITE providers, student teachers, mentors, parents and external stakeholders, regarding their experiences during the pandemic lockdown. The research found that while parental engagement was valued by all stakeholders, there was a lack of consistency about how this was defined and enacted. The paper proposes a disjuncture between espoused theory and theory in action, in relation to parental engagement in children’s learning, and ends with recommendations for policy, practice and further research.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128311011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial – Education research in Wales, from Wales, and for Wales","authors":"G. Beauchamp, E. Thomas, T. Crick","doi":"10.16922/wje.24.2.1","DOIUrl":"https://doi.org/10.16922/wje.24.2.1","url":null,"abstract":"","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123739703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this paper is to examine the impact of the new CaBan Initial Teacher Education (ITE) programme that has emerged in response to broader educational reform in Wales. More specifically, it aims to analyse the perceptions of mentors and Associate Teachers (ATs) to develop a more adequate understanding of the mentoring approach that has been adopted by CaBan. Questionnaires and group interviews were used to generate data from 15 mentors and 48 ATs – who took part in the study during the final phase of their one-year postgraduate programme. A process of thematic analysis was used to identify and analyse patterns in the data. The dialogic mentoring approach adopted by CaBan reframed the relationship between the mentor and AT. It encouraged a more democratic partnership that empowered the ATs to challenge some aspects of practice and engage in more creative acts. Regular feedback and discussions that were focused on shared learning helped reduce ATs’ evaluation apprehension, but also created some tension as mentors’ pedagogical beliefs were more likely to be challenged. These findings have implications for the CaBan programme and other providers of ITE, as adopting a dialogic approach led to desirable changes in mentoring strategies. These changes were perceived to be valuable, but they relied on the mentors devoting more time to the dialogic process and being fully invested in open conversations about learning.
{"title":"Levelling the playing field: A Review of Mentoring in the CaBan Initial Teacher Education programme","authors":"L. Jones, S. Tones, Gethin Foulkes, Rhys C. Jones","doi":"10.16922/wje.24.2.3","DOIUrl":"https://doi.org/10.16922/wje.24.2.3","url":null,"abstract":"The aim of this paper is to examine the impact of the new CaBan Initial Teacher Education (ITE) programme that has emerged in response to broader educational reform in Wales. More specifically, it aims to analyse the perceptions of mentors and Associate Teachers (ATs) to develop a more adequate understanding of the mentoring approach that has been adopted by CaBan. Questionnaires and group interviews were used to generate data from 15 mentors and 48 ATs – who took part in the study during the final phase of their one-year postgraduate programme. A process of thematic analysis was used to identify and analyse patterns in the data. The dialogic mentoring approach adopted by CaBan reframed the relationship between the mentor and AT. It encouraged a more democratic partnership that empowered the ATs to challenge some aspects of practice and engage in more creative acts. Regular feedback and discussions that were focused on shared learning helped reduce ATs’ evaluation apprehension, but also created some tension as mentors’ pedagogical beliefs were more likely to be challenged. These findings have implications for the CaBan programme and other providers of ITE, as adopting a dialogic approach led to desirable changes in mentoring strategies. These changes were perceived to be valuable, but they relied on the mentors devoting more time to the dialogic process and being fully invested in open conversations about learning.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125208875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Overwhelming evidence suggests we are currently facing a climate crisis due to human impacts on essential planetary processes. At the same time, Wales is currently implementing significant curriculum reform. As part of the reform, the Welsh word, cynefin, appears in the Curriculum for Wales guidance. This paper analyses how an over-emphasis on limited epistemological and ontological viewpoints in education has helped to create an impoverished view of the self that has exacerbated our unhealthy relationship with nature. It is proposed that the word cynefin could be used conceptually to point towards alternative states of being and ways of knowing that involve an enhanced sense of self. It is suggested that children can engage with the natural world through heightened ontological perspectives whilst exploring ways of knowing that are normally marginalised in the mainstream classroom. This is much needed as creating opportunities for children to attune to their interrelated participation with the more-than-human world could nurture a replenished and restorative relationship with nature. Moreover, it could enable the experience of expanded existential understandings.
{"title":"A loss of “cynefin” – losing our place, losing our home, losing our self","authors":"D. Adams, G. Beauchamp","doi":"10.16922/wje.24.1.2","DOIUrl":"https://doi.org/10.16922/wje.24.1.2","url":null,"abstract":"Overwhelming evidence suggests we are currently facing a climate crisis due to human impacts on essential planetary processes. At the same time, Wales is currently implementing significant curriculum reform. As part of the reform, the Welsh word, cynefin, appears in the Curriculum for Wales guidance. This paper analyses how an over-emphasis on limited epistemological and ontological viewpoints in education has helped to create an impoverished view of the self that has exacerbated our unhealthy relationship with nature. It is proposed that the word cynefin could be used conceptually to point towards alternative states of being and ways of knowing that involve an enhanced sense of self. It is suggested that children can engage with the natural world through heightened ontological perspectives whilst exploring ways of knowing that are normally marginalised in the mainstream classroom. This is much needed as creating opportunities for children to attune to their interrelated participation with the more-than-human world could nurture a replenished and restorative relationship with nature. Moreover, it could enable the experience of expanded existential understandings.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126657975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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