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The university role in new teacher learning – why it matters: Teach First trainee perspectives 大学在新教师学习中的作用——为什么重要:以教为先的见习视角
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-02-22 DOI: 10.14324/lre.21.1.03
J. Tillin
An emphasis on school-led initial teacher training (ITT) in England has marginalised the university role and led to instrumental models of new teacher learning. Rather than commit to continued university involvement in new teacher learning like the rest of the UK, England appears to be following in the footsteps of the USA, where new graduate schools of education (nGSEs) train teachers without university input. School leaders and academics have sought to articulate the value of the university role in initial teacher education (ITE), but there is little understanding of trainee teacher perspectives. This article presents findings from in-depth qualitative research with Teach First trainees at IOE, UCL’s Faculty of Education and Society (University College London, UK). Trainee perspectives on the university role in their learning are explored, before the implications for the future of ITE and ITT are considered. Findings indicate a need to reposition the university as an inspirational learning environment for teachers from the beginning of, and throughout, their careers, enabling sustained critical and creative thinking away from the school context, so that, as one trainee articulates, teachers do not ‘stagnate because there is no distraction from the day job’, but continue to develop and maintain their commitment to the profession.
在英国,对学校主导的初始教师培训(ITT)的强调已经边缘化了大学的角色,并导致了新教师学习的工具模式。英格兰没有像英国其他地区那样致力于大学继续参与新教师的学习,而是似乎在追随美国的脚步,在美国,新的教育研究生院(ngse)在没有大学投入的情况下培训教师。学校领导和学者试图阐明大学在初级教师教育(ITE)中的作用的价值,但对实习教师的观点了解甚少。本文介绍了对伦敦大学学院教育与社会学院(英国伦敦大学学院)IOE的Teach First学员进行的深入定性研究的结果。在考虑ITE和ITT对未来的影响之前,探讨了实习生对大学在他们学习中的作用的看法。研究结果表明,有必要将大学重新定位为一个鼓舞人心的学习环境,从教师职业生涯的开始到整个职业生涯,使教师能够在学校环境之外持续进行批判性和创造性思维,这样,正如一位实习生所表达的那样,教师不会“因为没有日常工作的干扰而停滞不前”,而是继续发展和保持他们对职业的承诺。
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引用次数: 0
The master’s element in initial teacher training: what is its value? 初级教师培训中的大师元素:它的价值是什么?
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-02-15 DOI: 10.14324/lre.21.1.05
Georgina Merchant, S. Bubb
A theory–practice divide has beset initial teacher training (ITT) for many decades. In England, there are multiple ways to gain qualified teacher status, which can be broadly categorised into school-led or university-led, with underlying arguments about the relative importance of theory and practice, and how far learning to teach should be seen as an apprenticeship. Government policy has moved towards more prescription with its ITT Core Content Framework, a curriculum that suggests that there is a right way to learn to teach. In this climate, it is important to establish what value universities – and, in particular, the master’s element of the Postgraduate Certificate in Education – add to student teachers. Thus, this article asks: What is the contribution of a research-informed master’s module to ITT? The findings of the research indicate that the master’s module offered opportunities to alter preconceptions and beliefs about teaching and learning; the process of essay writing enhanced critical reflection, which inspired more confidence in the classroom; and the potential theory–practice divide can be viewed as offering opportunities for enhancing self-efficacy. These findings suggest that master’s study has an impact on teachers within their ITT period and beyond it, and have implications for learning processes and content for programmes both in England and internationally.
几十年来,理论与实践的分歧一直困扰着初级教师培训(ITT)。在英国,获得合格教师身份的方式有很多种,大致可以分为学校主导和大学主导两种,其中有关于理论和实践的相对重要性的潜在争论,以及学习教学应该在多大程度上被视为学徒。随着ITT核心内容框架(ITT Core Content Framework)的推出,政府的政策已转向更有处方性的方向,该课程表明,有一种正确的学习教学方法。在这种环境下,重要的是要确定大学的价值,特别是研究生教育证书中的硕士元素,为学生教师增加了什么价值。因此,本文提出了一个问题:研究型硕士模块对ITT的贡献是什么?研究结果表明,硕士模块提供了改变对教与学的先入之见和信念的机会;论文写作的过程增强了批判性反思,这激发了课堂上更多的信心;潜在的理论与实践的分歧可以被看作是提高自我效能的机会。这些发现表明,硕士学习对教师在ITT期间和之后的学习都有影响,并且对英国和国际课程的学习过程和内容都有影响。
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引用次数: 0
The Worlds of UCL: teaching, learning and institutional histories 伦敦大学学院的世界:教学、学习和机构历史
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-02-01 DOI: 10.14324/lre.21.1.12
G. Brewis, Kathryn Hannan
This article discusses an undergraduate module which introduces students to the study of the history of education through the lens of our own institutions – UCL (University College London, UK), founded in 1826, and the IOE (Institute of Education, UCL’s Faculty of Education and Society), founded in 1902. The module critically examines the close, but often hidden, connections between British education and empire, asking what impact these imperial legacies have today. After outlining the module’s origins and relationship with the history of UCL and the IOE, the article sets its creation in the wider context of initiatives that seek to critique and reimagine institutional histories within higher education for a variety of purposes. The article also explores the developing role of the IOE Archives team in teaching, and explores how academics and archivists work together to teach institutional histories, and how this work can prompt change.
这篇文章讨论了一个本科模块,通过我们自己的机构——成立于1826年的UCL(英国伦敦大学学院)和成立于1902年的IOE(伦敦大学学院教育与社会学院的教育研究所)的镜头,向学生介绍了教育史的研究。该模块批判性地审视了英国教育与帝国之间密切但往往隐藏的联系,并探讨了这些帝国遗产对今天的影响。在概述了该模块的起源以及与UCL和IOE历史的关系之后,文章将其创建置于更广泛的倡议背景下,这些倡议旨在为各种目的批判和重新构想高等教育中的机构历史。本文还探讨了IOE档案团队在教学中的发展作用,并探讨了学者和档案工作者如何合作教授机构历史,以及这项工作如何促进变革。
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引用次数: 1
The role of mathematics teacher educators in preparing teachers of mathematics to respond to global challenges within their classrooms 数学教师教育工作者在培养数学教师应对课堂内的全球挑战方面的作用
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-02-01 DOI: 10.14324/lre.21.1.02
Alf Coles, T. Helliwell
The world is in a period of rapid change. Climate chaos is leading to floods, droughts and exacerbating inequality. In this article, we ask, in such a context, what is the role of mathematics education and, in particular, what can mathematics teacher educators (MTEs) do in supporting teachers to respond to global challenges, and the associated injustices, within their mathematics classrooms? We review work done within critical mathematics education and develop a model for reflection on the role of the MTE. We report on work taking place in one university in the UK where, since 2015, MTEs have been encouraging teachers to address global issues in their classrooms. One role which has emerged for an MTE is in supporting the translation of scientific work on climate change into classroom tasks. In England, the spaces for such work are being squeezed in an education system increasingly subject to conservative political forces. We conclude the article by considering possibilities for MTEs to provoke a generic questioning of assumptions, which we argue is possible even within such constraints.
世界正处于一个快速变化的时期。气候混乱正在导致洪水、干旱和加剧不平等。在本文中,我们要问的是,在这样的背景下,数学教育的作用是什么,特别是数学教师教育者(mte)在支持教师应对全球挑战和相关的不公正方面可以做些什么?我们回顾了批判性数学教育中所做的工作,并开发了一个模型来反思MTE的作用。我们报道了英国一所大学的工作,自2015年以来,mte一直鼓励教师在课堂上讨论全球问题。MTE出现的一个作用是支持将气候变化的科学工作转化为课堂任务。在英国,由于教育体系日益受制于保守的政治力量,此类工作的空间正受到挤压。我们通过考虑mte引发对假设的一般性质疑的可能性来结束本文,我们认为即使在这样的约束条件下,这也是可能的。
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引用次数: 0
Ann Oakley: new learning and global influence from working across conventional boundaries Ann Oakley:跨越传统界限工作带来的新学习和全球影响力
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-24 DOI: 10.14324/lre.21.1.11
Sandy Oliver
Ann Oakley, pioneering social researcher for nearly 60 years, is Professor of Sociology and Social Policy at IOE (Institute of Education), UCL’s Faculty of Education and Society (University College London, UK). This article explores the innovation and influence of her work and the work of her close colleagues at the Social Science Research Unit (SSRU) and its Evidence for Policy and Practice Information and Coordinating Centre (EPPI-Centre). It describes advances in research and knowledge that have their roots in listening to what women have to say about their lives. The resulting novel research methods have straddled academic boundaries – between qualitative and quantitative methodologies, between disciplines, and between academia and wider society – to enhance understanding of complex social issues and approaches to addressing them within the public sector. The impact of this work is seen in terms of influencing science, knowledge management, policy decisions, professional practice and the general public. These achievements come from approaches that are outward looking and straddle academic disciplines to produce evidence that is relevant to policymaking and to practice, with the ultimate aim being to improve day-to-day life.
Ann Oakley是近60年的社会研究先驱,是伦敦大学学院教育与社会学院IOE(教育学院)的社会学和社会政策教授。本文探讨了她的工作以及她在社会科学研究所(SSRU)及其政策与实践证据信息与协调中心(EPPI中心)的亲密同事的工作的创新和影响。它描述了研究和知识的进步,这些进步的根源在于倾听女性对自己生活的看法。由此产生的新颖研究方法跨越了学术界的界限——定性和定量方法之间、学科之间、学术界和更广泛的社会之间——以增强对复杂社会问题的理解,以及在公共部门解决这些问题的方法。这项工作的影响体现在影响科学、知识管理、政策决策、专业实践和公众方面。这些成就来自于向外看的方法,这些方法跨越了学术学科,以产生与决策和实践相关的证据,最终目的是改善日常生活。
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引用次数: 1
The 120th anniversary of IOE: critical engagement with educational and social thought, practice and development IOE 120周年:教育和社会思想、实践与发展的批判性参与
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-18 DOI: 10.14324/lre.21.1.07
Hugh Starkey, Li Wei
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引用次数: 0
Decolonising the school curriculum: a special feature 学校课程的非殖民化:一个特色
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-18 DOI: 10.14324/lre.21.1.06
Denise Miller, Shone Surendran, E. Towers
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引用次数: 1
Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter? 学会正直地思考、执行和行动:教师教育有标志性的教育法吗?为什么这很重要?
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-04 DOI: 10.14324/lre.21.1.01
C. Brooks, J. McIntyre, T. Mutton
Unprecedented reform to teacher education in England, through the Initial Teacher Training Market Review, led to the threat of removal of the right for established providers to offer programmes of initial teacher education beyond 2024 without reaccreditation. Such policy reform has been constructed in relation to a perceived gap in research about knowledge of the best way to educate or train new teachers. Using Lee S. Shulman’s concept of signature pedagogies we consider the varying ways in which theoretical ideas are underpinned by common models of, and approaches to, teacher education pedagogy. We mobilise Shulman to analyse five models, which we categorise as ‘knowledge-first’ or ‘people-first’, to see the extent to which, if at all, there is a theoretically informed signature pedagogy for initial teacher education. Our analysis shows that there is no one discernible knowledge base or theory that underpins a signature pedagogy for teacher education, but a suite of possibilities about how a signature pedagogy of teacher education could be understood. Moreover, it is our contention that policy reform of initial teacher education based on econometric analysis fails to recognise the most important dimension of a signature pedagogy, learning how to act with integrity as a professional teacher.
通过《初始教师培训市场审查》,英格兰对教师教育进行了前所未有的改革,导致老牌教师在2024年后提供初始教师教育课程而无需重新认证的权利可能被剥夺。这种政策改革是针对在教育或培训新教师的最佳方式方面的研究中存在的差距而构建的。利用李·S·舒尔曼的签名教育学概念,我们考虑了教师教育学的常见模式和方法所支撑的理论思想的不同方式。我们动员舒尔曼分析了五个模型,我们将其归类为“知识至上”或“以人为本”,以了解在多大程度上(如果有的话)存在理论上知情的初级教师教育标志性教学法。我们的分析表明,没有一个可辨别的知识基础或理论来支撑教师教育的标志性教学法,而是关于如何理解教师教育的特征性教学法的一系列可能性。此外,我们认为,基于计量经济学分析的初级师范教育政策改革未能认识到标志性教学法的最重要层面,即学习如何作为一名专业教师诚信行事。
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引用次数: 0
Navigating old and new terrains of academic practice in higher education: indelible and invisible marks left from the Covid-19 lockdown 在高等教育学术实践的新旧领域中导航:新冠肺炎封锁留下的不可磨灭和无形的印记
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.14324/lre.21.1.19
M. Wood, D. Belluigi, F. Su, Eva Seidl
Higher education has been (re)shaped by the Covid-19 pandemic in ways which have left both indelible and invisible marks of that period. Drawing on relevant literature, and informed by an exchange catalysed through a visual narrative method, authors from four European universities engage with two reflective questions in this article: As academics, what were our experiences of our practice during the lockdown periods of the Covid-19 pandemic? What might we carry forward, resist or reimagine in landscapes of academic practice emerging in the post-Covid future? The article explores how academics experienced and demonstrated resilience and ingenuity in their academic practice during that turbulent time. Particular insights include entanglements of the personal and professional, and the importance, affordances and limitations of technology. In addition, the authors reflect on some of the ongoing challenges exacerbated by the pandemic, such as education inequalities. The article concludes by reprising the key points about what marks are left behind in the post-Covid present, and how these relate to the future in which relational pedagogy and reflexivity are entangled in the ways in which we cohabit virtual and physical academic spaces.
2019冠状病毒病大流行(重新)塑造了高等教育,给那个时期留下了不可磨灭和看不见的印记。参考相关文献,并通过视觉叙事方法进行交流,来自四所欧洲大学的作者在本文中探讨了两个反思性问题:作为学者,我们在Covid-19大流行封锁期间的实践经验是什么?在新冠疫情后出现的未来学术实践中,我们可以继承、抵制或重新想象什么?这篇文章探讨了在那个动荡时期,学者们是如何在他们的学术实践中经历并表现出弹性和创造力的。特别的见解包括个人和专业的纠缠,以及技术的重要性、能力和局限性。此外,作者还反思了因疫情而加剧的一些当前挑战,如教育不平等。文章最后重申了后covid时代留下的印记的关键点,以及这些印记与关系教学法和反身性在我们共存的虚拟和物理学术空间的方式中纠缠在一起的未来的关系。
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引用次数: 0
All carrot – no stick: an alternative award framework to enhance ‘international’ students’ sense of belonging and engagement in the extracurricular 只有胡萝卜,没有大棒:另一种奖励框架,以增强“国际”学生的归属感和对课外活动的参与
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-01 DOI: 10.14324/lre.21.1.26
Harry Harrop, Stephanie Hoppitt
A sense of belonging and feeling at home at their institution are key factors in student success at university. Engaging with extracurricular activities is part of this dynamic, and an area in which ‘international’ students face additional barriers. These include institutional and psychological barriers to belonging, resulting in a shortage of meaningful opportunities to belong and a lack of motivation to take part. Increased belonging uncertainty and negative stereotype threat are among the potential concerns for such students. In response, we have developed the Student Extracurricular Engagement Award for pre-sessional undergraduate students at the University of Leeds Language Centre, UK. This scheme draws on theoretical approaches related to co-construction, participation, identity, opportunity and motivation. This innovative educational intervention seeks to address the issues affecting belonging by providing encouragement and guidance in engaging with the university’s extracurricular activities. By validating activities in areas other than academic language and literacies, the award raises student awareness of the value of their successes in those areas. This more holistic and rhizomatic approach to student learning is argued to bring a greater sense of belonging to ‘international’ students.
归属感和宾至如归的感觉是学生在大学取得成功的关键因素。参与课外活动是这种动态的一部分,也是“国际”学生面临额外障碍的领域。这些障碍包括归属的体制和心理障碍,导致缺乏有意义的归属机会和缺乏参与的动机。增加的归属感不确定性和负面刻板印象威胁是这些学生潜在的担忧。作为回应,我们为英国利兹大学语言中心的学前本科学生制定了学生课外参与奖。该方案借鉴了与共建、参与、身份、机会和动机相关的理论方法。这种创新的教育干预旨在通过鼓励和指导学生参与大学的课外活动来解决影响归属感的问题。通过认可学生在学术语言和文学以外的领域的活动,该奖项提高了学生对他们在这些领域取得成功的价值的认识。这种更全面、更根治性的学生学习方法被认为会给“国际”学生带来更大的归属感。
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引用次数: 0
期刊
London Review of Education
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