London Review of Education最新文献_第2页

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

London Review of Education Pub Date : 2023-02-22 DOI: 10.14324/lre.21.1.03

J. Tillin

{"title":"The university role in new teacher learning – why it matters: Teach First trainee perspectives","authors":"J. Tillin","doi":"10.14324/lre.21.1.03","DOIUrl":"https://doi.org/10.14324/lre.21.1.03","url":null,"abstract":"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.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43183102","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

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

London Review of Education Pub Date : 2023-02-15 DOI: 10.14324/lre.21.1.05

Georgina Merchant, S. Bubb

{"title":"The master’s element in initial teacher training: what is its value?","authors":"Georgina Merchant, S. Bubb","doi":"10.14324/lre.21.1.05","DOIUrl":"https://doi.org/10.14324/lre.21.1.05","url":null,"abstract":"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.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45850332","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

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

London Review of Education Pub Date : 2023-02-01 DOI: 10.14324/lre.21.1.12

G. Brewis, Kathryn Hannan

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

London Review of Education Pub Date : 2023-02-01 DOI: 10.14324/lre.21.1.02

Alf Coles, T. Helliwell

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

London Review of Education Pub Date : 2023-01-24 DOI: 10.14324/lre.21.1.11

Sandy Oliver

{"title":"Ann Oakley: new learning and global influence from working across conventional boundaries","authors":"Sandy Oliver","doi":"10.14324/lre.21.1.11","DOIUrl":"https://doi.org/10.14324/lre.21.1.11","url":null,"abstract":"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.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49379140","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 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

London Review of Education Pub Date : 2023-01-18 DOI: 10.14324/lre.21.1.07

Hugh Starkey, Li Wei

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

London Review of Education Pub Date : 2023-01-18 DOI: 10.14324/lre.21.1.06

Denise Miller, Shone Surendran, E. Towers

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

London Review of Education Pub Date : 2023-01-04 DOI: 10.14324/lre.21.1.01

C. Brooks, J. McIntyre, T. Mutton

{"title":"Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter?","authors":"C. Brooks, J. McIntyre, T. Mutton","doi":"10.14324/lre.21.1.01","DOIUrl":"https://doi.org/10.14324/lre.21.1.01","url":null,"abstract":"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.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46683746","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

‘STEAM success stories’: refocusing the framework of intersectionality “STEAM成功故事”:重新聚焦交叉性框架

London Review of Education Pub Date : 2023-01-01 DOI: 10.14324/lre.21.1.32

Saima Salehjee, Mike Watts

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

London Review of Education Pub Date : 2023-01-01 DOI: 10.14324/lre.21.1.19

M. Wood, D. Belluigi, F. Su, Eva Seidl

{"title":"Navigating old and new terrains of academic practice in higher education: indelible and invisible marks left from the Covid-19 lockdown","authors":"M. Wood, D. Belluigi, F. Su, Eva Seidl","doi":"10.14324/lre.21.1.19","DOIUrl":"https://doi.org/10.14324/lre.21.1.19","url":null,"abstract":"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.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":"1 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66996271","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