For the first time, the present study investigated the combined role of selfcontrol, motivation, and mental effort in predicting undergraduate students’ learning from a two-hour presentation-format higher education lecture. The study comprised 62 students, in a final-year BSc undergraduate Sports Coaching lecture, who completed questionnaires measuring: state self-control during the lecture; mastery approach and performance avoidance motivation towards learning the course topic; mental effort invested during the lecture; and content retention immediately after the lecture (i.e., learning). Moderated mediation analyses revealed that greater levels of state self-control (W variable) were necessary for students to transform their motivation (X variable; mastery approach or performance avoidance) into mental effort (M variable) to benefit their learning (Y variable) during the lecture. Avenues for applied interventions to motivate students and increase their self-control resources within higher education environments are discussed.
{"title":"Predicting undergraduate students’ learning from a lecture: The role of self-control, motivation, and mental effort","authors":"Robin Owen, A. Blanchfield, Vicky M Gottwald","doi":"10.16922/wje.24.1.4","DOIUrl":"https://doi.org/10.16922/wje.24.1.4","url":null,"abstract":"For the first time, the present study investigated the combined role of selfcontrol, motivation, and mental effort in predicting undergraduate students’ learning from a two-hour presentation-format higher education lecture. The study comprised 62 students, in a final-year BSc undergraduate Sports Coaching lecture, who completed questionnaires measuring: state self-control during the lecture; mastery approach and performance avoidance motivation towards learning the course topic; mental effort invested during the lecture; and content retention immediately after the lecture (i.e., learning). Moderated mediation analyses revealed that greater levels of state self-control (W variable) were necessary for students to transform their motivation (X variable; mastery approach or performance avoidance) into mental effort (M variable) to benefit their learning (Y variable) during the lecture. Avenues for applied interventions to motivate students and increase their self-control resources within higher education environments are discussed.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"2 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":"114365638","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}
A. Harris, Michelle Jones, Zoe Elder, Angella Cooze
Within the Welsh education system, ‘Schools as Learning Organisations’ (SLOs) remains a centrepiece of current education policy. This article considers some of the key evidence base(s) that connect to and underpin the SLO model in Wales. This is not a review of the literature but rather an overview of the main empirical evidence that reinforces the SLO approach in Wales. The article highlights that there is a supportive, empirical evidence base for each of the 7 dimensions of the Welsh SLO model. It concludes, however, that more practical guidance, particularly about implementation processes, are needed to assist schools in their journey towards becoming stronger learning organisations.
{"title":"Schools as Learning Organisations in Wales: A Critical Exploration of the International Evidence Base","authors":"A. Harris, Michelle Jones, Zoe Elder, Angella Cooze","doi":"10.16922/wje.24.1.3","DOIUrl":"https://doi.org/10.16922/wje.24.1.3","url":null,"abstract":"Within the Welsh education system, ‘Schools as Learning Organisations’ (SLOs) remains a centrepiece of current education policy. This article considers some of the key evidence base(s) that connect to and underpin the SLO model in Wales. This is not a review of the literature but rather an overview of the main empirical evidence that reinforces the SLO approach in Wales. The article highlights that there is a supportive, empirical evidence base for each of the 7 dimensions of the Welsh SLO model. It concludes, however, that more practical guidance, particularly about implementation processes, are needed to assist schools in their journey towards becoming stronger learning organisations.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"1 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":"129789840","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}
In 2017, the Welsh Government introduced Cymraeg 2050, an ambitious strategy to increase the number of Welsh speakers in Wales (Welsh Government, 2017). The Welsh education system is a vitally important feature of this strategy. In 2013, a review of Welsh language instruction in Key Stages 3 and 4 (Davies, 2013) identified considerable gaps in teachers’ preparation and training for teaching Welsh as a Second Language, a poor Welsh language ethos at many schools, and a general lack of resources to support the instruction of Cymraeg (or Welsh). Recommendations included several dimensions including curriculum content, pedagogical practice, and teacher assessment, training, and resources. With the advent of a new, national curricular framework (Welsh Government, 2015), this study builds on the Davies (2013) review and provides unprecedented detail into student perceptions of Welsh language instruction. Data produced through focus groups with students were analysed in consideration of Dörnyei’s group dynamics theory, providing a poignant critique of the aims for Welsh language instruction, teachers’ pedagogical practice, and what students suggest is a general disconnect between Welsh language instruction and its use in their everyday lives.
{"title":"“Everything we do revolves around the exam”: What are students’ perceptions and experiences of learning Welsh as second language in Wales?","authors":"Kevin G. Smith, M. Rhys","doi":"10.16922/wje.24.1.1","DOIUrl":"https://doi.org/10.16922/wje.24.1.1","url":null,"abstract":"In 2017, the Welsh Government introduced Cymraeg 2050, an ambitious strategy to increase the number of Welsh speakers in Wales (Welsh Government, 2017). The Welsh education system is a vitally important feature of this strategy. In 2013, a review of Welsh language instruction in Key Stages 3 and 4 (Davies, 2013) identified considerable gaps in teachers’ preparation and training for teaching Welsh as a Second Language, a poor Welsh language ethos at many schools, and a general lack of resources to support the instruction of Cymraeg (or Welsh). Recommendations included several dimensions including curriculum content, pedagogical practice, and teacher assessment, training, and resources. With the advent of a new, national curricular framework (Welsh Government, 2015), this study builds on the Davies (2013) review and provides unprecedented detail into student perceptions of Welsh language instruction. Data produced through focus groups with students were analysed in consideration of Dörnyei’s group dynamics theory, providing a poignant critique of the aims for Welsh language instruction, teachers’ pedagogical practice, and what students suggest is a general disconnect between Welsh language instruction and its use in their everyday lives.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"58 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":"127418062","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}
Prin yw’r canllawiau i athrawon ynglyˆn â’r ffordd orau o addysgu plant ifanc mewn ysgolion AAA yng Nghymru. Mae ymchwil ddiweddar wedi dangos bod addysgu seiliedig ar Ddadansoddi Ymddygiad Cymhwysol (ABA) yn fodel effeithiol ar gyfer y Cyfnod Sylfaen a Chyfnod Allweddol 1 mewn ysgolion anghenion arbennig a gynhelir (Foran et al., 2015; Pitts, Gent a Hoerger, 2019). Aeth yr astudiaeth gyfredol ati i efelychu’r model ac roedd yn cynnwys mesurau’r cwricwlwm (Graddfeydd P) a ddefnyddir yn aml gan addysgwyr a’r asesiadau norm-gyfeiriol ac sydd wedi’u dilysu (MSEL a VABSII) a ddefnyddir yn gyffredin gan ymchwilwyr. Ar ôl gweithredu’r model ABA yn yr ystafell ddosbarth, gwnaeth cyfranogwyr enillion sylweddol ar fesurau’r cwricwlwm a’r asesiadau norm-gyfeiriol. Roedd y data o bob asesiad yn dangos enillion arwyddocaol yn ystadegol gyda meintiau effaith canolig i fawr. Mae’r astudiaeth hon yn dangos sut y gall athrawon ddefnyddio strategaethau dadansoddi ymddygiad i baratoi myfyrwyr gyda sgiliau parodrwydd ar gyfer dysgu sgiliau sy’n hanfodol ar gyfer cael mynediad at y cwricwlwm. Mae’r astudiaeth hon yn amlinellu sut y gall technegau seiliedig ar egwyddorion ABA ategu’r ddarpariaeth addysgol mewn ysgolion AAA a gynhelir yng Nghymru.
{"title":"Gweithredu Model ABA yn yr Ystafell Ddosbarth mewn ysgol addysg arbennig a gynhelir yng Nghymru","authors":"Helena O'Boyle, Marguerite Hoerger","doi":"10.16922/wje.23.1.2","DOIUrl":"https://doi.org/10.16922/wje.23.1.2","url":null,"abstract":"Prin yw’r canllawiau i athrawon ynglyˆn â’r ffordd orau o addysgu plant ifanc mewn ysgolion AAA yng Nghymru. Mae ymchwil ddiweddar wedi dangos bod addysgu seiliedig ar Ddadansoddi Ymddygiad Cymhwysol (ABA) yn fodel effeithiol ar gyfer y Cyfnod Sylfaen a Chyfnod Allweddol 1 mewn ysgolion anghenion arbennig a gynhelir (Foran et al., 2015; Pitts, Gent a Hoerger, 2019). Aeth yr astudiaeth gyfredol ati i efelychu’r model ac roedd yn cynnwys mesurau’r cwricwlwm (Graddfeydd P) a ddefnyddir yn aml gan addysgwyr a’r asesiadau norm-gyfeiriol ac sydd wedi’u dilysu (MSEL a VABSII) a ddefnyddir yn gyffredin gan ymchwilwyr. Ar ôl gweithredu’r model ABA yn yr ystafell ddosbarth, gwnaeth cyfranogwyr enillion sylweddol ar fesurau’r cwricwlwm a’r asesiadau norm-gyfeiriol. Roedd y data o bob asesiad yn dangos enillion arwyddocaol yn ystadegol gyda meintiau effaith canolig i fawr. Mae’r astudiaeth hon yn dangos sut y gall athrawon ddefnyddio strategaethau dadansoddi ymddygiad i baratoi myfyrwyr gyda sgiliau parodrwydd ar gyfer dysgu sgiliau sy’n hanfodol ar gyfer cael mynediad at y cwricwlwm. Mae’r astudiaeth hon yn amlinellu sut y gall technegau seiliedig ar egwyddorion ABA ategu’r ddarpariaeth addysgol mewn ysgolion AAA a gynhelir yng Nghymru.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116943571","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":"Golygyddol - Addysg fel cenhadaeth genedlaethol: rôl Cylchgrawn Addysg Cymru","authors":"Enlli Thomas, Gary Beauchamp, Tom Crick","doi":"10.16922/wje.23.1.1","DOIUrl":"https://doi.org/10.16922/wje.23.1.1","url":null,"abstract":"","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133563573","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 article explores the ways in which choice of language medium is presented to Further Education learners in Wales and its influence on their choices, using principles of behavioural economics. The study analyses one of the reasons for the low number of learners studying through Welsh and bilingually in this sector. It suggests recommendations to improve the situation in the context of the Welsh Government’s target of a million Welsh speakers by 2050. The research is based on a sample of four different areas across Wales, drawing on semi-structured interviews with staff in schools and Further Education colleges, and on focus groups with pupils in the final year of their statutory education. The article explains the limitations of the model of ‘opting in’ to Welsh-medium and bilingual provision, with its emphasis on giving information to change behaviour, and investigates the relative strengths of the model of ‘opting out’ of such provision. The article argues in favour of applying principles of behavioural economics to language choice, through modifying choice architecture. It recommends changing the default language of provision, placing learners from Welsh and bilingual schools on Welsh-medium or bilingual provision, with the option to opt out if they wish.
{"title":"Optio i mewn neu optio allan? Sut mae dewis cyfrwng iaith yn cael ei gyflwyno i ddysgwyr Addysg Bellach yng Nghymru a pha ddylanwad mae hyn yn ei gael ar eu dewisiadau?","authors":"Laura Beth Davies","doi":"10.16922/wje.23.1.4","DOIUrl":"https://doi.org/10.16922/wje.23.1.4","url":null,"abstract":"This article explores the ways in which choice of language medium is presented to Further Education learners in Wales and its influence on their choices, using principles of behavioural economics. The study analyses one of the reasons for the low number of learners studying through Welsh and bilingually in this sector. It suggests recommendations to improve the situation in the context of the Welsh Government’s target of a million Welsh speakers by 2050. The research is based on a sample of four different areas across Wales, drawing on semi-structured interviews with staff in schools and Further Education colleges, and on focus groups with pupils in the final year of their statutory education. The article explains the limitations of the model of ‘opting in’ to Welsh-medium and bilingual provision, with its emphasis on giving information to change behaviour, and investigates the relative strengths of the model of ‘opting out’ of such provision. The article argues in favour of applying principles of behavioural economics to language choice, through modifying choice architecture. It recommends changing the default language of provision, placing learners from Welsh and bilingual schools on Welsh-medium or bilingual provision, with the option to opt out if they wish.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122891475","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 erthygl hon yn trafod dyfodol addysgu a dysgu ieithoedd rhyngwladol yn ysgolion Cymru yng ngoleuni’r newidiadau ddaw yn sgil cwricwlwm 2022. Mae’n hysbys ddigon fod y niferoedd sy’n astudio ieithoedd tramor fel pwnc TGAU a Lefel A wedi gostwng yn sylweddol dros y blynyddoedd diwethaf. Bwriad strategaeth ‘Dyfodol Byd-eang’ (2015) y llywodraeth oedd cynyddu’r niferoedd hyn. Gyda’r strategaeth bum mlynedd hon ar fin dod i ben a chyda pharatoadau cwricwlwm 2022 yn mynd rhagddynt, mae’n amserol holi a ellir disgwyl gweld cynnydd yn nifer y disgyblion sy’n dewis ieithoedd megis Ffrangeg, Sbaeneg ac Almaeneg fel pwnc TGAU yn ystod y blynyddoedd nesaf. Er mwyn archwilo’r cwestiwn hwn, edrychir ar ymchwil i addysgu a dysgu ieithoedd tramor mewn ysgolion cynradd yn Lloegr a’r Alban a’r heriau ymarferol ddaeth yn sgil hyn, (Finch et al, 2018, Holmes a Myles, 2019, Giraud-Johnstone, 2017). Yn ail, trafodir rôl cymhelliant wrth ddysgu iaith dramor a dadleuir bod cyfyngiadau’r blychau opsiwn ym mlynyddoedd 8 neu 9 yn rhwystro rhai disgyblion rhag dewis iaith fodern fel pwnc TGAU, (Estyn, 2016, Abrahams, 2018). Yn drydydd, manylir ar y farn gyffredin ymhlith disgyblion bod dysgu iaith dramor yn anodd ac yn heriol (Coleman et al, 2007, Coffey, 2018, Rodeiro, 2017, Cyngor Prydeinig, 2019). I gloi, cynigir rhai argymhellion ar sut i sicrhau llwyddiant elfen ieithoedd rhyngwladol y cwricwlwm newydd er mwyn ceisio mynd i’r afael â’r prinder presennol o ddisgyblion sy’n dewis y pwnc ac athrawon i addysgu’r pwnc.
在 2022 年之前，我们将继续在网络上发布新的信息。在此基础上，TGAU 和 Lefel A 将继续努力。Bwriad strategaeth 'Dyfodol Byd-eang' (2015) y llywodraeth oedd cynyddu'r niferoedd hyn.该战略的目标是到 2022 年，在全国范围内建立起一套完善的政策体系、我们的目标是，在 2022 年之前，在全球范围内，为全球的教育、科学和文化事业做出贡 献，并在此基础上，为教育、科学和文化事业做出贡献。在 Lloegr a'r Alban 和 heriau ymarferol ddaeth yn sgil hyn 的地区，TGAU 的目标是提高电车的安全性和可靠性（Finch 等，2018 年；Holmes a Myles，2019 年；Giraud-Johnstone，2017 年）。在第 8 条和第 9 条中，"在学校中 "的意思是 "在学校中"（Estyn，2016 年；Abrahams，2018 年）。在干燥的环境中，许多人都会产生厌食症（Coleman 等人，2007 年；Coffey，2018 年；Rodeiro，2017 年；Cyngor Prydeinig，2019 年）。在全球范围内，我们的研究人员都认为，在新的社会环境下，人们的生活方式和行为方式都会发生变化。
{"title":"“Dyfodol Llwyddiannus” i’n “Dyfodol Byd-eang?” – Goblygiadau Cwricwlwm 2022 ar addysgu a dysgu ieithoedd rhyngwladol.","authors":"Delyth Jones","doi":"10.16922/wje.23.1.5","DOIUrl":"https://doi.org/10.16922/wje.23.1.5","url":null,"abstract":"Mae’r erthygl hon yn trafod dyfodol addysgu a dysgu ieithoedd rhyngwladol yn ysgolion Cymru yng ngoleuni’r newidiadau ddaw yn sgil cwricwlwm 2022. Mae’n hysbys ddigon fod y niferoedd sy’n astudio ieithoedd tramor fel pwnc TGAU a Lefel A wedi gostwng yn sylweddol dros y blynyddoedd diwethaf. Bwriad strategaeth ‘Dyfodol Byd-eang’ (2015) y llywodraeth oedd cynyddu’r niferoedd hyn. Gyda’r strategaeth bum mlynedd hon ar fin dod i ben a chyda pharatoadau cwricwlwm 2022 yn mynd rhagddynt, mae’n amserol holi a ellir disgwyl gweld cynnydd yn nifer y disgyblion sy’n dewis ieithoedd megis Ffrangeg, Sbaeneg ac Almaeneg fel pwnc TGAU yn ystod y blynyddoedd nesaf. Er mwyn archwilo’r cwestiwn hwn, edrychir ar ymchwil i addysgu a dysgu ieithoedd tramor mewn ysgolion cynradd yn Lloegr a’r Alban a’r heriau ymarferol ddaeth yn sgil hyn, (Finch et al, 2018, Holmes a Myles, 2019, Giraud-Johnstone, 2017). Yn ail, trafodir rôl cymhelliant wrth ddysgu iaith dramor a dadleuir bod cyfyngiadau’r blychau opsiwn ym mlynyddoedd 8 neu 9 yn rhwystro rhai disgyblion rhag dewis iaith fodern fel pwnc TGAU, (Estyn, 2016, Abrahams, 2018). Yn drydydd, manylir ar y farn gyffredin ymhlith disgyblion bod dysgu iaith dramor yn anodd ac yn heriol (Coleman et al, 2007, Coffey, 2018, Rodeiro, 2017, Cyngor Prydeinig, 2019). I gloi, cynigir rhai argymhellion ar sut i sicrhau llwyddiant elfen ieithoedd rhyngwladol y cwricwlwm newydd er mwyn ceisio mynd i’r afael â’r prinder presennol o ddisgyblion sy’n dewis y pwnc ac athrawon i addysgu’r pwnc.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130634594","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 dysgu a datblygiad proffesiynol yn y maes addysg a gofal plentyndod cynnar (ECEC) yn cael ei flaenoriaethu’n rhyngwladol. Mae’r flaenoriaeth hon yn bwysig, yn enwedig pan mae disgwyl i ymarferwyr yng Nghymru weithredu newidiadau uchelgeisiol i’r cwricwlwm. Mae’r papur hwn yn archwilio canfyddiadau dwy astudiaeth PhD, un yn archwilio gwybodaeth a dealltwriaeth ymarferwyr o sgemâu ac un arall yn archwilio lles. Canfu dair nodwedd gyffredin: yn gyntaf, dealltwriaeth gyfyngedig o sgemâu a lles ymhlith rhai ymarferwyr sy’n gweithio gyda phlant ifanc; yn ail, dealltwriaeth gyfyngedig o sut i adnabod a chefnogi sgemâu a hybu lles mewn ymarfer yn yr ystafell ddosbarth; ac yn drydydd, diffyg eglurder yng nghanllawiau cwricwlwm Llywodraeth Cymru ynghylch sgemâu a lles. Mae’r erthygl hon yn trafod goblygiadau’r nodweddion cyffredin hyn i blant ac ymarfer, gweithredu’r cwricwlwm ac ymchwil. Ymhellach, mae’n awgrymu pe bai gan ymarferwyr ddealltwriaeth gadarn o sgemâu a lles, gallai hyn eu helpu i ailfeddwl a thrawsnewid eu hymarfer. Mae’r papur hwn yn dadlau dros bwysigrwydd datblygiad proffesiynol cydweithredol a myfyrio beirniadol ar gyfer ymarferwyr, llunwyr polisi ac ymchwilwyr yng ngoleuni’r newid yn y cwricwlwm.
{"title":"Gwybodaeth a dealltwriaeth ymarferwyr o sgemâu a lles yng nghwricwlwm y Cyfnod Sylfaen","authors":"Alyson Lewis, A. Thomas","doi":"10.16922/wje.23.1.3","DOIUrl":"https://doi.org/10.16922/wje.23.1.3","url":null,"abstract":"Mae dysgu a datblygiad proffesiynol yn y maes addysg a gofal plentyndod cynnar (ECEC) yn cael ei flaenoriaethu’n rhyngwladol. Mae’r flaenoriaeth hon yn bwysig, yn enwedig pan mae disgwyl i ymarferwyr yng Nghymru weithredu newidiadau uchelgeisiol i’r cwricwlwm. Mae’r papur hwn yn archwilio canfyddiadau dwy astudiaeth PhD, un yn archwilio gwybodaeth a dealltwriaeth ymarferwyr o sgemâu ac un arall yn archwilio lles. Canfu dair nodwedd gyffredin: yn gyntaf, dealltwriaeth gyfyngedig o sgemâu a lles ymhlith rhai ymarferwyr sy’n gweithio gyda phlant ifanc; yn ail, dealltwriaeth gyfyngedig o sut i adnabod a chefnogi sgemâu a hybu lles mewn ymarfer yn yr ystafell ddosbarth; ac yn drydydd, diffyg eglurder yng nghanllawiau cwricwlwm Llywodraeth Cymru ynghylch sgemâu a lles. Mae’r erthygl hon yn trafod goblygiadau’r nodweddion cyffredin hyn i blant ac ymarfer, gweithredu’r cwricwlwm ac ymchwil. Ymhellach, mae’n awgrymu pe bai gan ymarferwyr ddealltwriaeth gadarn o sgemâu a lles, gallai hyn eu helpu i ailfeddwl a thrawsnewid eu hymarfer. Mae’r papur hwn yn dadlau dros bwysigrwydd datblygiad proffesiynol cydweithredol a myfyrio beirniadol ar gyfer ymarferwyr, llunwyr polisi ac ymchwilwyr yng ngoleuni’r newid yn y cwricwlwm.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"33 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129194069","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}
A. Harris, Michelle Jones, H. Lewis, Neil Lucas, Joanna Thomas
This article explores the development of an integrated programme of initial teacher education premised upon a clinical practice approach that aims to develop student teachers as research-informed, reflective practitioners. The article outlines key decisions in developing an integrated approach to a new programme of initial teacher education that is both research-infused and research-informed. It highlights the centrality of a Partnership approach to the design of the programme and outlines the co-construction process that underpinned it. The article also explains how University subject experts are integral to the ITE programme providing both subject and research expertise. The main features of this integrated programme of ITE are outlined, and the article concludes by offering some reflections and considerations about an approach to initial teacher education that is genuinely research informed and grounded in teacher enquiry.
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{"title":"Nodiadau i gyfranwyr","authors":"","doi":"10.16922/wje.22.1.14","DOIUrl":"https://doi.org/10.16922/wje.22.1.14","url":null,"abstract":"","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"391 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128639606","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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