British Educational Research Journal最新文献_第4页

Does pedagogical metamorphosis exist? Exploring the practices of primary school teachers at different stages of their careers 教学蜕变是否存在？探索小学教师在其职业生涯不同阶段的做法

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-04-10 DOI: 10.1002/berj.4014

Stéphane Colognesi, Thibault Coppe, Louise Leroux, Christine Wiertz

{"title":"Does pedagogical metamorphosis exist? Exploring the practices of primary school teachers at different stages of their careers","authors":"Stéphane Colognesi, Thibault Coppe, Louise Leroux, Christine Wiertz","doi":"10.1002/berj.4014","DOIUrl":"10.1002/berj.4014","url":null,"abstract":"Research has highlighted the advantages of specific practices for enhancing student learning. However, the adoption of these practices varies among teachers. This disparity raises fundamental questions: Why do certain teachers use these practices while others do not? Does the use of these practices depend on the career stage of the teachers? This paper analyses the practices adopted by teachers at different career stages. We used a mixed-methods approach, combining a questionnaire (n = 300) and three focus group discussions (n = 13). The results revealed significant variability in the use of pedagogical practices among novice, experienced and senior teachers. Experienced and senior teachers demonstrate a deeper understanding of adapting teaching methods to student needs, establishing clear objectives and providing feedback. However, certain practices, such as metacognition, remain underused at all career stages. The study highlights the need for professional development concerning these practices, while emphasising the challenge of their implementation.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140571367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Accept or challenge? Exploring the experiences of pre-service teachers from minoritised groups 接受还是挑战？探索来自少数群体的职前教师的经验

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-04-08 DOI: 10.1002/berj.4004

Karan Vickers-Hulse, Sarah Whitehouse

{"title":"Accept or challenge? Exploring the experiences of pre-service teachers from minoritised groups","authors":"Karan Vickers-Hulse, Sarah Whitehouse","doi":"10.1002/berj.4004","DOIUrl":"10.1002/berj.4004","url":null,"abstract":"The shortage of teachers from Black, Asian and minoritised groups is well documented. Over the past decade, a body of research has confirmed that discrimination and inequality is a factor in the recruitment of teachers from Black, Asian and minoritised groups in England. Drawing on findings from the 2017 Runnymede Trust Report, which highlighted Bristol's lack of racial diversity within the teaching community, this paper explores the experiences of a group of pre-service teachers on university teacher education routes who are minoritised within the general teaching population. The identified lack of diversity in the teacher workforce extends beyond race to other aspects of identity and representation in the classroom and is mirrored in teacher education. A series of focus group interviews were conducted across a 9-month period. Results are presented as vignettes to capture the voice of minoritised participants. The findings have implications for the recruitment and retention of a diverse teacher workforce, as well as highlighting the need to ensure a sense of belonging for all pre-service teachers entering the teaching community. This paper proposes a model relating to the analysis of critical incidents, which aims to inform future research into how pre-service teachers respond to critical incidents regarding their identity. This model seeks to clarify tensions in the diverse lived experiences of pre-service teachers and helps to explore the importance of context.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140571354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

To persist or not? Examining the relations between parental education, self-regulation, school engagement and persistence in post-compulsory education 坚持还是不坚持？研究义务教育后教育中父母教育、自我调节、学校参与和坚持之间的关系

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-04-06 DOI: 10.1002/berj.4012

Ioannis Katsantonis, Ryan Alberto Gibbons, Jennifer E. Symonds, Niall Costello

{"title":"To persist or not? Examining the relations between parental education, self-regulation, school engagement and persistence in post-compulsory education","authors":"Ioannis Katsantonis, Ryan Alberto Gibbons, Jennifer E. Symonds, Niall Costello","doi":"10.1002/berj.4012","DOIUrl":"10.1002/berj.4012","url":null,"abstract":"There are few longitudinal studies of adolescent students’ choice to persist in post-compulsory education. Hence, the present study introduces a longitudinal model that describes the interplay between sociological and psychological explanations of adolescents’ choice to persist in post-compulsory education in the UK. Data on parental education, early childhood self-regulation (age 5), sustained school engagement (ages 7, 11, 14) and persistence in education after the end of compulsory schooling (age 17) were utilised. The sample comprised 8333 (51.1% females, 89.5% white) children from the Millennium Cohort Study. Statistical analyses included state–trait modelling, longitudinal mediation and multigroup moderation. A trait–state–occasion model was run to disentangle the trait from state variance in school engagement. Afterwards, two hypotheses were formulated, namely the ‘instilment’ and the ‘differential’. The ‘instilment’ hypothesis involved a longitudinal predictive model, whereby parental education predicted early childhood self-regulation which, in turn, predicted sustained school engagement which predicted students’ choice to persist. The ‘differential’ hypothesis examined whether higher vs. lower parental education changed the nature of the predictive relations between self-regulation, sustained school engagement and persistence. The results were in favour of an ‘instilment’ hypothesis, whereby higher parental education was translated to higher levels of early self-regulation which predicted higher sustained engagement, which, in turn, predicted greater probability of persisting in post-compulsory education. The findings suggest a pathway from early childhood experiences to educational outcomes via the development of a trait of engaging with school.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140571307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

‘I am not what you label me’: Senses of belonging in a mainland Chinese university among cross-border Hong Kong students 我不是你们给我贴的标签"：跨境香港学生在中国内地大学的归属感

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-04-01 DOI: 10.1002/berj.4013

Fang Gao

{"title":"‘I am not what you label me’: Senses of belonging in a mainland Chinese university among cross-border Hong Kong students","authors":"Fang Gao","doi":"10.1002/berj.4013","DOIUrl":"10.1002/berj.4013","url":null,"abstract":"China's grand strategies (i.e., the Belt and Road Initiative and the Guangdong–Hong Kong–Macao Greater Bay Area) have expedited the popularity of full-time degree-bearing study in mainland China. Associated with the exponential growth of inward student populations are proliferating concerns about the capacity of non-majority/non-local students to ‘integrate’ and belong in their host universities/colleges. The extant literature on university/college belonging often positions non-majority/non-local students as being academically and culturally deficient and subsequently being otherised in the host university community. Yet, their agency in managing the prevailing image and ‘otherisation’, and constructing their own sense of belonging to university, has received scant attention. This qualitative study is a substantive and theoretical contribution to the literature on university belonging, which has been preoccupied with non-majority/non-local students in the classic South–North international student mobility. This study deployed the concepts of politics of belonging and place-belongingness and canvassed the senses of belonging to university among inbound Hong Kong students in mainland higher education, which has witnessed a growing Hong Kong student population in recent years. The collected interview data indicated that these border-crossing Hong Kong students found themselves categorised as ‘underachievers’ with ‘poor mathematics’ yet ‘proficient in English’ in the mainland campus setting, where they did not feel they fully belonged. Responding to the paradoxical identity/belonging politics, they performed three forms of place-belongingness by dismantling, accommodating or counter-stereotyping the ascribed classifications in order to legitimate their own participation in the mainland Chinese university.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140764175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Tensions in teaching balanced controversial history: Competing voices within a student teacher in Northern Ireland 平衡有争议历史教学中的紧张关系：北爱尔兰一名学生教师内心的竞争声音

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-03-27 DOI: 10.1002/berj.4008

Judith L. Pace

引用次数: 0

Do participants in widening participation outreach programmes in England progress to selective universities at a higher rate than would otherwise be expected? 英格兰扩大参与外联计划的参与者升入择校大学的比例是否高于预期？

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-03-26 DOI: 10.1002/berj.4011

Paul Martin

{"title":"Do participants in widening participation outreach programmes in England progress to selective universities at a higher rate than would otherwise be expected?","authors":"Paul Martin","doi":"10.1002/berj.4011","DOIUrl":"10.1002/berj.4011","url":null,"abstract":"Young people growing up in England from a poorer background are less likely to progress into higher education compared to their better off counterparts. This is especially true with respect to more selective universities. This study used government administrative data to gauge the effectiveness of the ‘Realising Opportunities’ programme, which provides a package of support to prospective university applicants from disadvantaged backgrounds to facilitate their progression to more selective universities. Data was gathered concerning 769 16 to 18-year-old students who took part in the programme—which is delivered by a consortium of selective universities—between 2015 and 2017. This data revealed participants' personal characteristics (e.g., gender, ethnicity and socioeconomic status), school attainment and eventual university destination (or lack thereof). Additionally, national administrative data was sourced from the Department for Education's National Pupil Database and the Higher Education Statistics Agency for the entire cohort of state school pupils in England who turned 16 in the 2014–2015 academic year. This national data was used to generate a statistical model that could predict the likelihood of a young person in England progressing to a selective university based on their school attainment and other personal characteristics. Data concerning the programme participants was fed through the model and it was observed that the number of participants who had in fact progressed to selective universities greatly exceeded that predicted. Participation in the Realising Opportunities programme therefore appeared to be positively associated with an increased likelihood of progression to a selective university.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140571366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teacher perspectives on the introduction of linguistics in the languages classroom: Evidence from a co-creation project on French, German and Spanish 教师对将语言学引入语文课堂的看法：来自法语、德语和西班牙语共同创造项目的证据

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-03-25 DOI: 10.1002/berj.4009

Michelle Sheehan, Anna D. Havinga, Jonathan R. Kasstan, Sascha Stollhans, Alice Corr, Peter Gillman

{"title":"Teacher perspectives on the introduction of linguistics in the languages classroom: Evidence from a co-creation project on French, German and Spanish","authors":"Michelle Sheehan, Anna D. Havinga, Jonathan R. Kasstan, Sascha Stollhans, Alice Corr, Peter Gillman","doi":"10.1002/berj.4009","DOIUrl":"10.1002/berj.4009","url":null,"abstract":"Linguistics is conspicuously absent from language teaching in UK schools. A-level cultural topics cover a range of themes such as cyber-society, cultural heritage and multiculturalism, but the approach taken to these topics is not informed by linguistics. In previous work, we have argued that this is an unfortunate omission not only because linguistics is appealing to many language students and perceived by them to be useful, but also because the existing cultural topics could be significantly enriched by the inclusion of the critical/analytical study of language itself. In this paper, we provide concrete examples of how linguistics can be integrated into the existing A-level curriculum for Modern Foreign Languages (MFL) in England and Wales. Reporting on a project in which teachers trialled linguistics materials co-created by us (a group of academics) and experienced languages teachers, we present evidence that linguistics materials are perceived to be both highly novel and nonetheless compatible with the existing A-level curriculum. Data from questionnaires and semi-structured interviews with participating teachers also show that: (i) these new materials can be taught with little or no prior experience of linguistics; and (ii) adding linguistics materials to the curriculum leads to significant impacts on teacher and pupil attitudes towards language(s). Despite some challenges, which we also discuss, the results highlight again the great potential of linguistics as a component of language teaching and the contribution that it can make to the enrichment of the discipline.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140300398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Manifestations of the ethics of hospitality at children's hospitality centres in Saudi Arabia 沙特阿拉伯儿童接待中心的接待道德体现

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-03-24 DOI: 10.1002/berj.4010

Abdullah Almutairi, Hanadi Fahad Alothman, Abdulaziz Salem Aldossari, Mousa S. Alfaifi, Abdulrahman A. Alshuaibi, Ahmad Yahya Aseery, Safana Aseri, Lina Bashatah

{"title":"Manifestations of the ethics of hospitality at children's hospitality centres in Saudi Arabia","authors":"Abdullah Almutairi, Hanadi Fahad Alothman, Abdulaziz Salem Aldossari, Mousa S. Alfaifi, Abdulrahman A. Alshuaibi, Ahmad Yahya Aseery, Safana Aseri, Lina Bashatah","doi":"10.1002/berj.4010","DOIUrl":"10.1002/berj.4010","url":null,"abstract":"Early childhood education is an institutional introduction of children to the world, making it essential for policymakers, educators and society to find the best way to provide such an introduction. Following a new policy in Saudi Arabia, daycare centres have been renamed ‘hospitality centres’, bringing a set of duties and rights rooted deep in the ethics of hospitality. However, empirical research on nursery provision is generally lacking in Saudi Arabia. Therefore, this study examined the experiences of children and caregivers in two children's hospitality centres in the capital city of Riyadh. Through in-depth, semi-structured interviews and field observations, the authors observed and listened to the experiences of educators and children in two of the new hospitality centres. Open and focused coding of the interviews and structured observations helped to identify the way the ethics of hospitality manifested itself in the daily experiences of the caregivers/hosts and the children/guests. The results demonstrated the complexity of the situations in which the ethics of hospitality encountered reality.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140300283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Children who experience misrecognition in primary education: A social justice perspective 小学教育中遭遇误认的儿童：社会公正视角

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-03-19 DOI: 10.1002/berj.4006

Eleanore Hargreaves, Laura Quick, Denise Buchanan

{"title":"Children who experience misrecognition in primary education: A social justice perspective","authors":"Eleanore Hargreaves, Laura Quick, Denise Buchanan","doi":"10.1002/berj.4006","DOIUrl":"10.1002/berj.4006","url":null,"abstract":"Our research constructed school life histories with 23 ‘lower-attaining’ primary school children in England. Previous research has often failed to focus on the social justice aspects of this group, and no attempt has been made to contextualise children's misrecognition experiences within their full school life history, nor to hear primarily from children. Our results reveal for the first time the feelings, thinking and actions of lower attainers across 5 years of schooling, in response to the institutionalised practice of grouping by prior attainment. Nancy Fraser's conceptualisation of social justice as parity of participation provides our analysis framework, incorporating concepts of redistribution, recognition and representation. We focus primarily on how some low-attaining children experience misrecognition. Our results indicate how lower-attaining children sometimes identify themselves as less worthy, less connected, less similar and less visible than others. This construction allows for less respect to be shown to them and could block the fair distribution of schooling resources, and limit their opportunities for achieving social esteem.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140203087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Legal apprenticeships: Enhancing capabilities, wellbeing, and diversity in the profession? 法律学徒制：提高专业能力、福利和多样性？

IF 3 3区教育学

British Educational Research Journal Pub Date : 2024-03-18 DOI: 10.1002/berj.4003

Caroline Casey, Anna Mountford-Zimdars

{"title":"Legal apprenticeships: Enhancing capabilities, wellbeing, and diversity in the profession?","authors":"Caroline Casey, Anna Mountford-Zimdars","doi":"10.1002/berj.4003","DOIUrl":"10.1002/berj.4003","url":null,"abstract":"This original study presents findings from a study of members of the first cohort of legal degree apprentices. Introduced in the UK in 2016, legal degree apprenticeships (LAs) remove uncertainty towards legal qualification in an otherwise competitive graduate recruitment environment and could help to increase social mobility into the professions. We examine the impact of the LA pathway on the development of wellbeing and capabilities of apprentices and traditional law students through the following research questions: does it enhance wellbeing when instead of loans, debt and insecurity, aspiring lawyers have a salary, no debt and secure job prospects through an apprenticeship pathway to qualification; and does using a capability framework offer a meaningful lens for understanding the experiences on different pathways? The analysis adopts a capabilities approach, intersected with an inequalities lens, to explore interviews with 23 aspiring solicitors, from different social backgrounds and at different stages of progression on the traditional university and LA pathways in England. The interviews explored access to and experiences of both pathways, particularly how participants were able to develop and convert their social and cultural resources into key capabilities. This provided a meaningful way to make sense of participants’ experiences. Capabilities were enhanced for LA students by removing stress and uncertainty around employment. This wellbeing gain was corroded for some by long commutes into work—often centred in London. Future quantitative research could establish whether, on balance, the majority of LA students experience an overall wellbeing gain. The capability framework usefully showed how across the LA and university pathways, all participants valued agency and developing all capabilities. Social capital was a key resource for creating opportunity and a desired capability that participants sought to develop.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140170788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0