Practice最新文献_第8页

Fragmentation or focus? The precarious nature of initial teacher training within the english further education sector 碎片还是焦点？英语继续教育部门初级教师培训的不稳定性质

Practice Pub Date : 2023-01-02 DOI: 10.1080/25783858.2023.2177559

J. Allison

{"title":"Fragmentation or focus? The precarious nature of initial teacher training within the english further education sector","authors":"J. Allison","doi":"10.1080/25783858.2023.2177559","DOIUrl":"https://doi.org/10.1080/25783858.2023.2177559","url":null,"abstract":"ABSTRACT There has been an increased emphasis on how teacher quality impacts the effectiveness of student learning, and this has placed a greater focus on the effectiveness of teacher preparation programmes. Meanwhile, there has been a general neglect of the English further education (FE) sector both politically, and in academic research. Therefore, this paper considers the current position of initial teacher training (ITT) for the further education sector, amidst recent educational policy developments to improve the consistency and quality of the provision of teacher education. This paper first considers the political changes that have impacted this setting since New Labour came into power in 1997 and draws on reports of how teacher preparation programmes have evolved and been delivered during this time. It is argued that given the lack of cohesion of educational policy that has seemingly plagued the FE sector, this trend is likely to continue, but government rhetoric is certainly indicating that the new developments for initial teacher training may have a more lasting effect. However, this paper concludes that if the changes are to last, there are some key factors which must be considered, including that of political consensus and stability for the sector.","PeriodicalId":35184,"journal":{"name":"Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49020915","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}

引用次数: 1

The perspective lens 透视镜头

Practice Pub Date : 2023-01-02 DOI: 10.1080/25783858.2023.2197772

L. Hoath

引用次数: 0

Teaching assistants’ preparedness for teaching. An exploration of teaching assistants’ views on evidence-based changes to practice 助教的教学准备。助教对实践循证转变的看法探讨

Practice Pub Date : 2023-01-02 DOI: 10.1080/25783858.2023.2184716

Sally Neaum, Sam Noble

{"title":"Teaching assistants’ preparedness for teaching. An exploration of teaching assistants’ views on evidence-based changes to practice","authors":"Sally Neaum, Sam Noble","doi":"10.1080/25783858.2023.2184716","DOIUrl":"https://doi.org/10.1080/25783858.2023.2184716","url":null,"abstract":"ABSTRACT The role of the teaching assistant in school has changed significantly in recent years, and, in most schools, teaching assistants now work alongside teachers in a teaching role. The large scale Deployment of Teaching Assistants (DISS) and Effective Deployment of Teaching Assistants (EDTA) projects concluded that teaching assistants’ preparedness for this role has a significant impact on the quality of teaching and learning, and made specific recommendations about the deployment, preparedness, and practice of teaching assistants in schools. This research builds on the reports’ outcomes by eliciting ’ teaching assistants' views on their preparedness following implementation of the recommendations. The study found that despite the evidence-based changes put in place, there were additional structural, personal, and interpersonal factors that influenced how prepared teaching assistants felt for their teaching role. The research enabled the teaching assistants' voices to be heard, and their experience within the ecology of the school made visible. These detailed, more nuanced aspects of the implementation of change were important in informing the school's aim of enabling teaching assistants' preparedness for teaching. How senior managers in school responded to the study outcomes is outlined. The study provides useful insights into issues of the transferability of large-scale studies into the complex ecology of a school.","PeriodicalId":35184,"journal":{"name":"Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48307707","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}

引用次数: 0

Practitioner Perspectives on Child Feeding in Uganda: Community Engagement through the Global Agenda 从业人员对乌干达儿童喂养的看法：通过全球议程实现社区参与

Practice Pub Date : 2022-12-28 DOI: 10.1080/09503153.2022.2155944

Amanda McBride, P. Graham, Alex Mugyisha, A. McInnes

引用次数: 0

Searching for ‘Deeper Magic’; A Comparative Exercise in Children’s Homes Using a System Analysis 寻找“更深层的魔法”；基于系统分析的儿童家庭比较练习

Practice Pub Date : 2022-12-15 DOI: 10.1080/09503153.2022.2155945

Kevin D. Ball

{"title":"Searching for ‘Deeper Magic’; A Comparative Exercise in Children’s Homes Using a System Analysis","authors":"Kevin D. Ball","doi":"10.1080/09503153.2022.2155945","DOIUrl":"https://doi.org/10.1080/09503153.2022.2155945","url":null,"abstract":"Those responsible for placing highly vulnerable children in regulated Children’s Homes need to ensure the Home can meet the child’s needs. Assessing suitability to meet a child’s needs is often benchmarked against findings and judgements awarded by Ofsted and which are established on regulatory requirements and quality standards. For those Homes that may struggle to raise standards, this paper explores the use of an additional management instrument that can identify and target areas for change and improvement; through the use of a diagnostic model that identifies key factors in organisational change. By reviewing and comparing six Homes in England – three judged as ‘requiring improvement’ and three judged ‘outstanding’ by Ofsted, the review found that both qualitative transformational and transactional features can be critical in the successful performance in a Home. Features such as the consistency and ambitions of the leadership, the pace of staff changes, culture and attitudes being carried through by staff and children are all critical factors. Being alert to different ways of viewing quality and performance may allow placing authorities and Social Workers another tool to discuss effectiveness when making decisions about placing a child.","PeriodicalId":35184,"journal":{"name":"Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46673462","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}

引用次数: 0

Ensuring an Attuned Workforce: Individual and Systemic Factors Impacting Trauma Professionals 确保一支训练有素的劳动力队伍：影响创伤专业人员的个人和系统因素

Practice Pub Date : 2022-12-15 DOI: 10.1080/09503153.2022.2155946

C. Cousins

{"title":"Ensuring an Attuned Workforce: Individual and Systemic Factors Impacting Trauma Professionals","authors":"C. Cousins","doi":"10.1080/09503153.2022.2155946","DOIUrl":"https://doi.org/10.1080/09503153.2022.2155946","url":null,"abstract":"While vicarious trauma from hearing traumatic material when working with clients has long been recognised, the concept that much vicarious trauma stems from systemic challenges, and work conditions, is a more recent development. There has been a willingness to recognise the toll on individuals of client stories, however this has allowed organisations to minimise other aspects of the work that are also impactful. Never has this been truer than in the last two years with the Covid-19 pandemic, when workers have experienced their own sense of risk at work, alongside a sense of possible expendability from their organisations. Workers may have felt obliged to keep meeting client need, whilst managing their own personal distress or worry. The article explores areas that contribute to vicarious, work-related trauma, other than hearing the narratives of those who have experienced trauma themselves. Individual and organisational practices, such as organisational culture; variability of the workload; conditions of the work environment; access to professional development; and the provision of quality supervision. The impact of each will be considered, with the aim not just to avoid vicarious trauma or burnout, but to proactively address issues that may impair the functioning of an integrated and fully cognisant professional.","PeriodicalId":35184,"journal":{"name":"Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49413770","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}

引用次数: 0

Meaningful Online Connections during Covid-19: Reflections on Using Arts-Based Approaches in Social Work Practice Covid-19期间有意义的在线联系:对在社会工作实践中使用基于艺术的方法的思考

Practice Pub Date : 2022-11-11 DOI: 10.1080/09503153.2022.2079618

Debbie MacAulay, S. Levy

引用次数: 1

Integrating the Global Agenda of Social Work and Social Development in the Republic of Cyprus 在塞浦路斯共和国整合社会工作和社会发展全球议程

Practice Pub Date : 2022-11-03 DOI: 10.1080/09503153.2022.2139366

Panagiotis Pentaris, P. Christodoulou, Koulla Erotocritou, S. Parlalis, Demetris Hadjiharalambous, S. Hanna

引用次数: 0

Social Work Teaching Partnerships: Changing Landscapes in Social Work Education 社会工作教学伙伴关系：改变社会工作教育的格局

Practice Pub Date : 2022-11-01 DOI: 10.1080/09503153.2022.2139367

Christine Cocker

{"title":"Social Work Teaching Partnerships: Changing Landscapes in Social Work Education","authors":"Christine Cocker","doi":"10.1080/09503153.2022.2139367","DOIUrl":"https://doi.org/10.1080/09503153.2022.2139367","url":null,"abstract":"Social Work Teaching Partnerships (SWTPs) were developed by central government (Department for Education and Department of Health and Social Care) to transform the quality of education and experience received by social work students and practitioners in England. The principal aim of the programme was to, ‘formalise collaborative working to raise the quality of social work, by attracting high quality students into the profession and ensuring students and existing social workers have the necessary knowledge, skills and values to practice effectively – and to improve workforce planning and development to address retention and recruitment issues.’ (Interface Associates 2019, p4). The programme, which began in 2015, now includes 113 local authorities, 54 higher education institutes (HEIs), and 32 private, voluntary and independent partners, which affects 70% of all HEIs offering social work education. Early findings reported positive stakeholder engagement with SWTPs. However, there has been relatively little else published in addition to the evaluation studies (Berry-Lound, Tate, and Greatbatch 2016; Interface Associates 2019, 2020). One notable exception is the paper by Baginsky, Manthorpe, and Hickman (2019). The purpose of this Special Issue is to showcase some of the work that has been done by Teaching Partnerships up and down the country to enable further discussions about the impact of SWTPs on social work education in England that are much broader in content than the Department for Education sponsored evaluation report. Following a call for papers, I received a large number of abstracts from many different Teaching Partnerships. There were too many to include in this Special Issue, but they did show the richness of partnership working in social work education that Teaching Partnerships were keen to capture. In order to showcase as much work as possible, I made the decision to limit the wordcount for the substantive articles I commissioned, and to commission a number of smaller articles that demonstrated specific knowledge and skills developed","PeriodicalId":35184,"journal":{"name":"Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46196155","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}

引用次数: 0

Co-Editor of Practice – Call for Applications 《实践》联合主编——申请征集

Practice Pub Date : 2022-10-20 DOI: 10.1080/09503153.2022.2130582

引用次数: 0