Session Information
Contribution
Scottish Teachers for a New Era (STNE) is an innovative BEd programme which aims to develop an integrated, 6-year model for the preparation of a new type of teacher. Traditionally, grounded theory has been applied to finding trends in data by starting with the data (Glaser and Strauss, 1967). Here we took an essentially grounded theory approach to developing a literature review. Staff participated in an educational process, where the practice of reading and discussing papers together set the basis for deepening teacher educators' understanding of change in their own research areas and informed STNE. Individuals, who chose literature within their own fields of interest, found that the resulting information fell into three major categories: personal; social; professional. Developing the literature review in this naturalistic way enabled many staff to participate. This presentation examines the nature of the development of the literature review and the following papers provide the details on the personal, social and professional aspects which are informing the new BEd programme. 1. The dominant discourse in educational reform focuses on skills and knowledge (Hargreaves, 1998). However, teaching is a complex endeavour (Bullough and Young, 2002), with emotions playing a central part (Kelchtermans, 1996). Emotions are traditionally thought of on an individual level (Lasky, 2000), but are not simply matters of 'personal disposition, moral commitment, or private virtue' (Hargreaves, 2001). They are experienced and constructed within social and political contexts (Hargreaves, 1998). Education policy, administration and research groups rarely pay attention to the important role of emotions (Hargreaves, 2000; Hayes, 2003).Focusing primarily on school placement experiences and power relations between student teachers, tutors, head teachers, host teachers and pupils, we explore how the role of emotions in initial teacher education (ITE) is understood in the literature. We make links to current practices in ITE and draw out the implications of emotional work for our own programmes and others. 2. Roles, responsibilities and relationships impact on student-teachers' ability to engage in effective learning, build their capacity as professionals, implement change and improve learning outcomes for all (Oberski, 1999; LeCornu, 2005). Understanding and adopting professional responsibilities means students have to adjust to prevailing cultures within schools and engage in a process of enculturation, adopting appropriate behaviours as a result (Hayes, 2001). However, this process generates tension for student teachers as they attempt to develop their role and individual voice within an existing culture (Maynard, 2001). Relationships must adapt to allow students greater scope for autonomy and authority as they develop professionally. This second presentation examines evolving relationships and ways of working which require flexibility on the part of host teachers, students, tutors and mentors (Rippon and Martin, 2003, Elen et al, 2007).3. This paper reports on changing perspectives on teacher knowledge and professional identity. As indicated by Edwards and Usher (2000) the current global scenario is a kaleidoscopic picture of localised situations and contexts. In educational terms, this calls for a shift from teacher-centred to learner-centred pedagogies and a change of emphasis from teaching to learning and from pedagogy of transmission to the pedagogues as creators of learning environments.Interesting questions are being raised as we engage in this process: for example how do teachers access professional knowledge in changing contexts and expand on their conceptual understanding in a manner that is responsive to the learner? Much of this enquiry has developed within the field of science education, possibly because of its origins in the positivist paradigm. However, there now appears to be greater consideration of socio-cultural processes in learning and teaching science (for example Traianou, 2006a, 2006b; Da Silva et al., 2007). At the heart of this lie the relationships between content knowledge, pedagogical content knowledge, general pedagogical knowledge and identity (Enyedy, et al., 2007).Review of literature to inform a new innovative BEd programme, Scottish Teachers for a New Era. Collaborative grounded theory type of approach.Research informed project resulting in a variety of academic papers on aspects of initial teacher education for application with STNE.Bullough, R.V. and Young, J. (2002). Learning to teach as an intern: the emotions and the self. Teacher Development, Vol 6, No 3, pp. 417-43. Da Silva, C., Ruiz, C., Mellado, V. and Porlan, R. (2007). Evolution of the conceptions of a secondary education biology teacher: longitudinal analysis using cognitive maps. Science Education, advanced on-line viewing.Edwards, R. and Usher, R. (2000). Globalisation and pedagogy: space, place and identity. London: Routledge.Elen, J., et al., (2007). Student-centred and teacher-centred learning environments: what students think. Teaching in Higher Education, Vol 12, No. 1 pp. 105-117. Enyedy, N., Goldberg, J. and Welsh, K.M. (2005). Complex dilemmas of identity and practice. Science Education, Vol 90, p.1-26. Glaser, B.G., Strauss, A.L. (1967) Discovery of Grounded Theory: The strategies for Qualitative Research. New York: Aldine de Gruyter. Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, Vol. 14. No. 8. pp. 835-854.Hargreaves, A. (2000). Mixed Emotions: teachers' perceptions of their interactions with students. Teaching and Teacher Education, Vol 16, pp. 811-826. Hargreaves, A. (2001). The emotional geographies of teachers' relations with colleagues. International Journal of Educational Research, Vol 35, pp .503-527. Hayes, D. (2001). The impact of mentoring and tutoring on students primary teachers' achievements: a case study. Mentoring and Tutoring, Vol 9, No.1, pp. 5-21. Hayes, D. (2003). Emotional preparation for teaching: A case study about trainee teachers in England. Teacher Development, Vol. 7, No.2. Kelchtermans, G. (1996). Teacher vulnerability: understanding its moral and political roots. Cambridge Journal of Education, Vol 26, pp. 307-324. Lasky, S. (2000). The cultural and emotional politics of teacher-parent interactions. Teaching and Teacher Education, Vol 16, pp. 843-860. Le Cornu, R. (2005). Peer mentoring: engaging pre-service teachers in mentoring one another. Mentoring and Tutoring, Vol 13, No. pp.355-366 Maynard, T. (2001). The Student teacher and the school community of practice: a consideration of 'learning participation'. Cambridge Journal of Education, Volume 31, No. 1, pp. 39-52. Oberski, I. Ford, K, Higgins, S. and Fisher, P. (1999). The importance of relationships in teacher education. Journal of Education for Teaching, Vol 25, No. 2, pp. 137-150. Rippon, J. and Martin, M. (2003). Supporting induction: relationships count. Mentoring and Tutoring, Vol 11, No. 2, pp. 11-226. Traianou, A. (2006). Understanding teacher expertise in primary science: a sociocultural approach, Research Papers in Education, Vol 21, No.1, pp. 63-78. Traianou, A. (2006). Teachers' adequacy of subject knowledge in primary science: assessing constructivist approaches from a socio-cultural perspective. International Journal of Science Education, Vol 28, No.8, pp827-842. European
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.