Cylchgrawn Addysg Cymru / Wales Journal of Education最新文献_第4页

Doing Things Differently: Responding to the 'policy problem' of Teacher Education in Wales 以不同的方式做事:回应威尔士教师教育的“政策问题”

Cylchgrawn Addysg Cymru / Wales Journal of Education Pub Date : 2020-03-01 DOI: 10.16922/wje.22.1.5-en

T. Mutton, K. Burn

{"title":"Doing Things Differently: Responding to the 'policy problem' of Teacher Education in Wales","authors":"T. Mutton, K. Burn","doi":"10.16922/wje.22.1.5-en","DOIUrl":"https://doi.org/10.16922/wje.22.1.5-en","url":null,"abstract":"Responding to a clear justification for the reform of initial teacher education (ITE) in Wales (Furlong, 2015) the Welsh government has committed itself to strengthening provision through 'a truly collaborative system, where universities and schools work in robust partnership, supported\u0000 by the consortia, recognising the importance of research' (Williams, 2017: 1). The publication of the national criteria for the accreditation of ITE programmes in Wales (Welsh Government, 2017) set out the requirements for all ITE programmes, emphasising the need for an integrated approach\u0000 to student teacher learning within collaborative models which are research-informed at all levels. Using Vidovich's (2007) dynamic model of policy analysis, which takes into account influences on policy text production at the macro, intermediate and micro levels, the paper examines the process\u0000 by which these particular reforms (covering a six-year period from 2013 to 2019) have been proposed and set in motion and the ways in which recently-accredited providers in Wales have begun to respond to the challenging agenda that they represent. The paper concludes by offering a view as\u0000 to what the opportunities and challenges for ITE providers in Wales might be in terms of further developing models of research-informed clinical practice.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"89 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":"122024155","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: 4

Datblygu Hunaniaeth ac Ethos Proffesiynol trwy Ymchwil ac Ymarfer ym maes Addysg Gychwynnol i Athrawon: Dull Partneriaeth AGA Prifysgol De Cymru

Cylchgrawn Addysg Cymru / Wales Journal of Education Pub Date : 2020-03-01 DOI: 10.16922/wje.22.1.11

Caroline Daly, Jamie James, Catherine Jones, Lisa Taylor, Kelly Wegener, Craig George

{"title":"Datblygu Hunaniaeth ac Ethos Proffesiynol trwy Ymchwil ac Ymarfer ym maes Addysg Gychwynnol i Athrawon: Dull Partneriaeth AGA Prifysgol De Cymru","authors":"Caroline Daly, Jamie James, Catherine Jones, Lisa Taylor, Kelly Wegener, Craig George","doi":"10.16922/wje.22.1.11","DOIUrl":"https://doi.org/10.16922/wje.22.1.11","url":null,"abstract":"Yn sgil diwygio'r sector addysg yng Nghymru, mae partneriaethau Addysg Gychwynnol i Athrawon (AGA) rhwng prifysgolion ac ysgolion yng Nghymru wedi wynebu heriau cysyniadol ac ymarferol wrth orfod dylunio rhaglenni AGA newydd y gellir eu hachredu ar lefel genedlaethol yn unol â'r argymhellion a nodwyd gan yr Athro John Furlong yn 2015. Roedd y diwygiadau hyn yn gofyn am ailfeddwl AGA ar draws y system, yn seiliedig ar athroniaeth ar gyfer darpariaeth newydd. Mae'r erthygl hon yn amlinellu dull o gyflwyno AGA a ysbrydolwyd gan waith Lee Shulman (2005) a ddadleuodd y dylai addysg athrawon roi'r flaenoriaeth i gaffael tri arferiad, yn cyfateb i 'beth', 'felly beth' a 'pwy' addysgu, sef dealltwriaeth o'ch hunaniaeth, ethos a chymeriad proffesiynol. Rydym yn disgrifio model addysgegol ar gyfer mewnblannu'r egwyddorion hyn mewn AGA, yn seiliedig ar waith Parker, Patton ac O'Sullivan (2016). Yn olaf, rydym yn ystyried y goblygiadau i fentoriaid a darlithwyr, gan nodi'n benodol yr angen i weld holl aelodau'r bartneriaeth AGA fel dysgwyr, er mwyn sicrhau modelau rôl effeithiol ar gyfer athrawon cychwynnol, a hefyd i aros yn ffyddlon i'r egwyddor a nodir yn namcaniaeth datblygiad cymdeithasol (Vygotsky, 1978) bod dysgu'n rhyngweithiol ac yn symbiotig.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"1 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":"125817045","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

Editorial: Initial Teacher Education and Wales's National Mission for Education 社论：初始师范教育与威尔士的国家教育使命

Cylchgrawn Addysg Cymru / Wales Journal of Education Pub Date : 2020-03-01 DOI: 10.16922/wje.22.1.1-en

D. Egan, R. Grigg

引用次数: 0

Accountability and Initial Teacher Education Reform: A Perspective from Abroad 问责制与初期教师教育改革:国外视角

Cylchgrawn Addysg Cymru / Wales Journal of Education Pub Date : 2020-03-01 DOI: 10.16922/wje.22.1.4-en

Marilyn Cochran-Smith

{"title":"Accountability and Initial Teacher Education Reform: A Perspective from Abroad","authors":"Marilyn Cochran-Smith","doi":"10.16922/wje.22.1.4-en","DOIUrl":"https://doi.org/10.16922/wje.22.1.4-en","url":null,"abstract":"This article focuses on accountability as a tool for teacher education reform. The article is based on my experience as a teacher education scholar and practitioner over the last 40 years and especially on analyses of teacher preparation accountability in the United States, recently\u0000 conducted by Project TEER (Teacher Education and Education Reform), a group of teacher education practitioners, researchers, and scholars at Boston College. The members of the group were united by a growing concern about the direction education reform was taking and the impact it was having\u0000 on teacher education in the US and by a commitment to equity for all the students served in the nation's schools. For five years, we tracked US teacher education reform, concentrating on the major accountability initiatives that were shaping the field. This work culminated in the book,\u0000 Reclaiming Accountability in Teacher Education (Cochran-Smith et al., 2018). Drawing on this work and on my experience in the national and international teacher education communities, this article has three purposes: to present a framework for unpacking accountability policies\u0000 related to initial teacher education; to use that framework to describe briefly the dominant accountability paradigm in the US as well as an alternative to the dominant paradigm –democratic accountability in teacher education; and finally, to use ideas from the framework and from our\u0000 US analyses to comment on the current reform of initial teacher education in Wales.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"1 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":"129308039","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: 3

Epilogue: A View from the Schools 结语:学校的观点

Cylchgrawn Addysg Cymru / Wales Journal of Education Pub Date : 2020-03-01 DOI: 10.16922/wje.22.1.13-en

J. Furlong

引用次数: 0

Canfyddiadau Rôl Newydd yr Hyrwyddwyr Ymchwil wrth Ddatblygu Partneriaeth AGA Newydd: Heriau a Chyfleoedd i Ysgolion a Phrifysgolion

Cylchgrawn Addysg Cymru / Wales Journal of Education Pub Date : 2020-03-01 DOI: 10.16922/wje.22.1.9

Gary Beauchamp, Ceri Pugh, Emma Thayer, Thomas Breeze, Judith Kneen, Sharne Watkins, Bethan Rowlands

{"title":"Canfyddiadau Rôl Newydd yr Hyrwyddwyr Ymchwil wrth Ddatblygu Partneriaeth AGA Newydd: Heriau a Chyfleoedd i Ysgolion a Phrifysgolion","authors":"Gary Beauchamp, Ceri Pugh, Emma Thayer, Thomas Breeze, Judith Kneen, Sharne Watkins, Bethan Rowlands","doi":"10.16922/wje.22.1.9","DOIUrl":"https://doi.org/10.16922/wje.22.1.9","url":null,"abstract":"Ar ôl proses o dendro cystadleuol ar gyfer darparu addysg gychwynnol i athrawon yng Nghymru, mae cyfle i ail-edrych ar y berthynas rhwng ysgolion a phrifysgolion. Gyda phwysigrwydd cynyddol ymchwil ar gyfer athrawon ac athrawon dan hyfforddiant, datblygodd Partneriaeth Caerdydd fodel lle byddai 'Hyrwyddwr Ymchwil' yn yr ysgol yn rhan annatod o'r gefnogaeth ar gyfer meithrin gallu a datblygu rhagoriaeth. Er i'r model hwn gael ei ddefnyddio ar ffurfiau gwahanol eisoes ym Mhrifysgolion Rhydychen a Manceinion, roedd y rôl yn newydd i ysgolion ym Mhartneriaeth Caerdydd. Cynhaliwyd cyfweliadau lled-strwythuredig un-i-un gyda sampl cynrychiadol o hyrwyddwyr ymchwil mewn ysgolion cynradd ac uwchradd a staff prifysgol i adfyfyrio ar yr heriau a'r cyfleoedd yn ystod dyddiau cynnar datblygu'r rôl unigryw hon mewn cyddestun addysgol esblygol yng Nghymru. Mae'r astudiaeth yn defnyddio data o'r cyfweliadau hyn i sefydlu syniadau allweddol ynglŷn â datblygiad rôl yr hyrwyddwr ymchwil, y newid yn y berthynas waith rhwng ysgolion a phrifysgolion a'r hyn sydd ei angen i bontio'r bwlch rhwng ymchwil ac ymarfer. Trawsgrifiwyd y cyfweliadau ac, yn dilyn dadansoddi thematig penagored, nodir y cyfleoedd a'r heriau. Mae'r themâu hyn yn cynnwys: pontio'r bwlch rhwng ymchwil addysgol ac ymarferwyr yn yr ystafell ddosbarth; y mathau o wybodaeth mae athrawon yn pwyso arnynt; newidiadau mewn rôl ac hunaniaeth. Cynigir awgrymiadau am ymchwil pellach i fonitro datblygiad y rôl yn barhaus.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"5 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":"128576759","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

Developing Professional Identity and Ethos through Research and Practice in Initial Teacher Education: The USW ITE Partnership Approach 通过初级教师教育的研究和实践发展专业认同和精神:USW - ITE伙伴关系方法

Cylchgrawn Addysg Cymru / Wales Journal of Education Pub Date : 2020-03-01 DOI: 10.16922/WJE.22.1.11-EN

C. Daly, J. James, C. Jones, L. Taylor, K. Wegener, C. George

{"title":"Developing Professional Identity and Ethos through Research and Practice in Initial Teacher Education: The USW ITE Partnership Approach","authors":"C. Daly, J. James, C. Jones, L. Taylor, K. Wegener, C. George","doi":"10.16922/WJE.22.1.11-EN","DOIUrl":"https://doi.org/10.16922/WJE.22.1.11-EN","url":null,"abstract":"Reform of the education sector in Wales has given university-school partnerships of Initial Teacher Education (ITE) in Wales much to grapple with conceptually and practically, in order to design new programmes of ITE that can attract national-level accreditation in line with the recommendations\u0000 made by Professor John Furlong in 2015. These reforms have required a system-wide rethink of ITE, based on a philosophy for new provision. This article outlines an approach to ITE inspired by the work of Lee Shulman (2005) who argued that teacher education should prioritise the acquisition\u0000 of three habits, corresponding to the 'what' the 'so what' and finally the 'who' of teaching, namely an understanding of one's professional identity, ethos and character. We describe a pedagogical model for embedding these principles in ITE, based on the work of Parker, Patton and O'Sullivan\u0000 (2016). Finally, we consider the implications for mentors and lecturers, noting in particular the need to see all members of the ITE partnership as learners, both to ensure effective role models for beginning teachers, and also to remain faithful to the principle laid down in social development\u0000 theory (Vygotsky, 1978) that learning is interactive and symbiotic.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"3 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":"133461084","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: 2

Teach Beyond Boundaries: The Conceptual Framework and Learning Philosophy of an Innovative Initial Teacher Education Programme in Wales 超越界限的教学:威尔士创新初始教师教育计划的概念框架和学习哲学

Cylchgrawn Addysg Cymru / Wales Journal of Education Pub Date : 2020-03-01 DOI: 10.16922/wje.22.1.6-en

Malcolm Thomas, Barry Rees, G. Evans, N. Thomas, C. Williams, B. Lewis, Daryl Phillips, Allyson Hand, Siân Bowen, A. Davies, P. M. Davies, S. Chapman, M. Reed, M. Lewis

{"title":"Teach Beyond Boundaries: The Conceptual Framework and Learning Philosophy of an Innovative Initial Teacher Education Programme in Wales","authors":"Malcolm Thomas, Barry Rees, G. Evans, N. Thomas, C. Williams, B. Lewis, Daryl Phillips, Allyson Hand, Siân Bowen, A. Davies, P. M. Davies, S. Chapman, M. Reed, M. Lewis","doi":"10.16922/wje.22.1.6-en","DOIUrl":"https://doi.org/10.16922/wje.22.1.6-en","url":null,"abstract":"This paper outlines the development of one integrated ITE programme that leads to two QTS pathways: Primary Post-Graduate Certificate in Education with Secondary Enrichment; and Secondary Post-Graduate Certificate in Education with Primary Enrichment. The integrated ITE programme AberTeach\u0000 + enables student teachers to 'Teach beyond boundaries for an all-through experience'. This paper reviews the programme's conceptual framework and learning philosophy and in so doing, considers the core principles that influenced the design of the programme, as follows: Inclusive Partnership;\u0000 Effective Pedagogy; Integrated Pedagogy; Specialised and Enriched Pedagogy; Shared and Reflective Pedagogy; Truly Collaborative Research Culture, Democratic Accountability and the eight principles of the Learning Philosophy. The paper proceeds to explain how the integrated programme is delivered\u0000 via a cluster hub approach across 5 hub regions in Mid-Wales. In doing so, it outlines the role of the University staff and Lead and Partner school mentors as well as the minimum expectations for student teachers whilst on school experience. Consideration is also given to Welsh-medium provision\u0000 and support as well as the centrality of research within the ITE Partnership as a whole. The paper closes by considering what is innovative about the programme and the benefits that student teachers gain from undertaking the programme.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"29 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":"116140984","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

ITE Reform at the University of Glasgow: Principles, Research-basis and Implications 格拉斯哥大学的it改革:原则、研究基础和影响

Cylchgrawn Addysg Cymru / Wales Journal of Education Pub Date : 2020-03-01 DOI: 10.16922/wje.22.1.12-en

B. Dickson

{"title":"ITE Reform at the University of Glasgow: Principles, Research-basis and Implications","authors":"B. Dickson","doi":"10.16922/wje.22.1.12-en","DOIUrl":"https://doi.org/10.16922/wje.22.1.12-en","url":null,"abstract":"The Faculty of Education at the University of Glasgow's reform of initial teacher education was undertaken on the basis of current research within a mature educational infrastructure. Within the university research knowledge was utilized in two ways: research on teacher education indicated\u0000 that enquiry could become a key aspect of teacher identity; and it indicated the need for a curriculum for pre-service teachers in schools. Thus enquiry learning was embedded in schools and the new school-based curriculum had three elements: seminars; peer learning through learning\u0000 rounds; joint-assessed visits. These innovations were positively reinforced by Teaching Scotland's Future (Donaldson, 2011). This series of reforms has implications for Wales and can be usefully analysed against the binary thinking which dominates discourses in teacher education; and\u0000 Williams's thought on the vulnerability of emergent culture. Four binaries are identified and re-conceptualised: binaries of time, space, content and persons. The binary of time (initial and continuing teacher education is conceptualised a career-long process; the binary of space (school and\u0000 university) is recast as a third space; the binary of content (theory and practice) is recast as different forms of knowledge permeating space and time; and the binary of persons is recast as a (university-based teacher educator and pre-service teacher) is recast as a triad which sets all\u0000 three in dialogue. Implications include the deeper consideration of career-long teacher learning; and the role of the teacher educator. This emergent practice may be vulnerable to dominant practice.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"43 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":"116335891","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

Evaluating Student Mentoring As an Intervention to Support Modern Foreign Language Learning in Secondary Schools in Wales 评价学生辅导作为支持威尔士中学现代外语学习的干预措施

Cylchgrawn Addysg Cymru / Wales Journal of Education Pub Date : 2019-03-01 DOI: 10.16922/WJE.21.1.3

S. Blake, C. Gorrara

{"title":"Evaluating Student Mentoring As an Intervention to Support Modern Foreign Language Learning in Secondary Schools in Wales","authors":"S. Blake, C. Gorrara","doi":"10.16922/WJE.21.1.3","DOIUrl":"https://doi.org/10.16922/WJE.21.1.3","url":null,"abstract":"Commissioned annually by the British Council, the third Language Trends Wales report (2017) paints a worrying picture for non- indigenous languages in schools in Wales. Between 2002 and 2016, entries for modern foreign language qualifications at age sixteen (GCSE) dropped by\u0000 48%. Entries for advanced qualifications (A Level) at age eighteen have seen a similar drop, with the number today now half that of 2005. Funded by the Welsh Government, a student mentoring project is working in Wales to improve the uptake of modern foreign languages at GCSE in schools where\u0000 uptake is low or in decline. This article evaluates the outcomes of this mentoring project over its first two phases (2015 16 and 2016 17). It analyses this mentoring initiative from two perspectives. Firstly, it examines the project as a strategic policy intervention, targeted at increasing\u0000 uptake of modern foreign languages at GCSE and supporting curriculum reform in Wales. Secondly, the article assesses mentoring as a personal and professional intervention, supporting the lifelong learning of university students who were trained as mentors to work in secondary schools. By reviewing\u0000 the impact of the project on both mentees and mentors, the article makes a case for mentoring as an intervention with capacity to build partnerships, broaden horizons and improve attitudes to language learning at a time of uncertainty about the UK's and Wales's place in the world.","PeriodicalId":373832,"journal":{"name":"Cylchgrawn Addysg Cymru / Wales Journal of Education","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116671119","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: 3