tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT As the global neo-liberal reform movement in education continues to evolve, so does the simultaneous transfiguration of the profile and status of primary school teachers in England. Reform continues to delineate the aims and purpose of primary education in increasingly essentialist terms. This paper explores English primary school teachers’ perceptions and experiences of teaching, and of being a teacher, in a period of considerable change. Extending the existing research literature about primary school teachers, it explores the progressively strategic nature of policy enactment and the tactics employed by teachers to manage conflicting demands. The paper draws upon rich qualitative data from two sets of interviews with 22 primary teachers employed in the South-East of England. Thematic analysis facilitated… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract To inform current debate around climate change education (CCE) in the school curriculum in England, we surveyed the views of primary and secondary teachers (N = 626). In England, direct reference to climate change in the National Curriculum is confined to secondary Science and Geography but, unrelated to their subject area, teachers favoured a cross-curricular approach with most already communicating to their students about it. Feeling comfortable delivering CCE was correlated with reported resource availability, with most teachers considering only basic literacy was a greater funding priority. Teachers supported an action-based CCE curriculum including issues of global social justice, beginning in primary school with mitigation projects such as conservation, local tree-planting and family advocacy. Local campaigning (e.g. legal demonstration) was… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Scrutinising disproportionate media and political attention provided to the ills of the ‘white working-class’, this article examines the framing of their apparent underachievement in education policy and discourse in early post-Brexit vote England. In a political context dominated by anti-immigration and nationalist rhetoric, this article aims to investigate the framing of such underachievement across class, gender and ethnic differentials. To that end, a Critical Frame Analysis was conducted of four policy documents focusing on differences in diagnosis of, and solutions for, ‘white working-class’ underachievement, and of responses to these documents in mainstream newspapers. We contend that the political emphasis on redistributive social justice and identity politics can introduce a logic that can lead to remedies consistent with the… Continue Reading →
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eric.ed.gov har udgivet: This paper discusses changes in England’s teacher education, using data from interviews, literature, and observation. The research examined how teachers and teacher educators responded to sweeping changes imposed on schools and education following the Education Reform Act of 1988. Both the United States and England experience significant criticism of teachers and teacher education from elected officials and the press. The British government has increased its control of teacher education over the past 2 decades. There are efforts to move teacher education responsibility from universities to schools. The National Curriculum dictates about 80 percent of the content in primary and secondary schools. Its increased emphasis on math, science, and design technology has schools of education struggling to catch up. The recent Labour government brought little change in education… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This paper presents the results of a large-scale survey of undergraduates in England, concerning their envisaged career choices and how they made them. This gives a more complete account of those who do and do not want to be teachers than usual in the existing literature based primarily on prospective/existing teacher accounts. The paper looks at the issue of shortages, the reasons why people might be deterred from teaching, and summarises the methods used in our new study, followed by the results. The results cover descriptive analyses, and a comparison of responses from those who considered being a teacher (or not), those who had applied to train as a teacher (or not), and those intending to teach. These… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This paper presents an exploratory study of English and Swedish teachers’ perspectives on the role of homework in year-one children’s learning of number. In order to ensure cultural integrity, data were analysed independently by two colleagues in each context. Analyses yielded three broad but cross-culturally common themes reflecting culturally situated notions of common sense. These concerned the existence of homework, the purpose of homework and the role of parents in homework’s completion. While homework was unproblematic for all English teachers, half the Swedish cohort spoke against it, arguing that variation in home background would compromise principles of equity. All teachers who set homework, whether English or Swedish, spoke of homework as a means of supporting children at risk… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Science curriculum is delivered to students through a controlled process at different levels and in various contexts. Although it has been said that science teachers’ viewpoints and attitudes influence the interpretation of curricula, this study is interested in factors affecting their pedagogical perspectives, such as their beliefs and teaching practices. Therefore, the objective of this study is to assess the factors involved in forming lower secondary science teachers’ pedagogical perspectives in Japan. To achieve this objective, we conducted a survey of lower secondary science teachers in the city of Hiroshima in Japan and the city of Leeds in England (we do not intend to imply that Leeds is representative of all of England). We then examined their pedagogical… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The shutdown of universities and schools in England, due to the Covid-19 pandemic, came just as many pre-service students began their final practicum. This research focuses on the challenges this posed for teacher educators. Using qualitative research methods and concepts from spatial geography, the article explores how pedagogies adapted as the removal of the practicum relocated learning communities to new online spaces. Established practices changed quickly, with educators showing ‘pedagogic agility’. Despite the relocation to newly-formed online spaces, many principles and ‘intentionalities’ of practice remained unchanged, as did the teacher educators’ orientating values. Overall, there was a sense of both sameness and difference in some of the innovative pedagogies developed on the (g)local level. This research has international… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study examines the role of school food education and school food culture in England and their potential to support pupils’ capabilities to adopt health protecting and promoting behaviours. Drawing on Amartya Sen’s capability approach, and Susan Michie’s COM-B model, the research was conducted for the Food Education Learning Landscape project. Methods included national surveys of food teachers (N = 1503), senior school leaders and class teachers (N = 684), parents and carers (N = 573) and a mixed methods study of pupils in primary and secondary schools (N = 240). Findings indicate that adequate curriculum time, teaching facilities, budget, class size, subject status and teacher training are key factors for successful curriculum implementation. Monitoring and evaluation of school food provision and development of wider health… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This paper responds to the new story about the history of pragmatism and early analytic philosophy presented in Cheryl Misak’s Cambridge Pragmatism. One of the new story’s key claims is that pragmatism was a home-grown American philosophy that entered the intellectual scene of 1920s England as an imported good. Taking up the long-neglected case of the English logician John Venn, the paper shows that pragmatism, as defined by Misak, existed in Cambridge, England several decades before the turn of the century. It concludes with the view that a more complex and richer perspective on the twin histories of pragmatism and early analytic philosophy, on both sides of the Atlantic, is needed. Link til kilde
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