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Rushton, Elizabeth A. C.; Murtagh, Lisa; Ball-Smith, Claire; Black, Bryony; Dunlop, Lynda; Gibbons, Simon; Ireland, Kate; Morse, Rachele; Reading, Catherine; Scott, Carole – Journal of Education for Teaching: International Research and Pedagogy, 2023
In the context of a decade of change and reform in Initial Teacher Education (ITE) policy making, we assess the impact of the substantial changes caused by COVID-19 affecting ITE from the perspectives of eight university providers in England. Whilst previous research has documented the impact of the first period of lockdown in the UK, initiated in…
Descriptors: Foreign Countries, Preservice Teacher Education, Educational Change, COVID-19
Jolliffe, Wendy; Snaith, Jessica – Journal of Education for Teaching: International Research and Pedagogy, 2017
This paper examines the impact of supporting pre-service teachers to use cooperative learning in one initial teacher education institution in England. In a context where the government requires all teacher education to be "school-led" and where school partners do not commonly use cooperative learning (Baines, Rubie-Davies, and Blatchford…
Descriptors: Cooperative Learning, Preservice Teacher Education, Preservice Teachers, Program Implementation
Durden, Guy – Journal of Education for Teaching: International Research and Pedagogy, 2020
This study contributes to teacher educators' pedagogical content knowledge by drawing on phenomenography-variation theory to (i) research and describe qualitative differences in Beginner Teachers' conceptions of pupils' understandings of subject content and, (ii) provide evidence of the effectiveness of an instructional strategy that might be…
Descriptors: Beginning Teachers, Pedagogical Content Knowledge, Teaching Methods, Knowledge Level
Hornby, Garry – Journal of Education for Teaching: International Research and Pedagogy, 2009
A plethora of research studies has found cooperative learning to be effective in promoting academic achievement with students of all ages. It has been suggested that key elements of cooperative learning are individual accountability and positive interdependence. Forty-four final-year teacher trainees participated in a study which compared the…
Descriptors: Cooperative Learning, Workshops, Accountability, Teaching Methods
Ioannidou, Olga; Finch, Katy; Erduran, Sibel – Journal of Education for Teaching: International Research and Pedagogy, 2022
A significant issue in the teaching, learning and summative assessment of practical science is that the underpinning model of scientific methods is based on a fairly simplistic and linear account that does not represent how scientists actually do practical work. In this paper, we examine how science teachers in England and Wales view scientific…
Descriptors: Secondary School Teachers, Science Instruction, Scientific Methodology, Science Teachers
Czerniawski, Gerry; Gray, Donald; MacPhail, Ann; Bain, Yvonne; Conway, Paul; Guberman, Ainat – Journal of Education for Teaching: International Research and Pedagogy, 2018
Against a rapidly changing policy landscape for teacher education, exacerbated by 'Brexit' in the UK, findings are presented from an electronic survey of 272 higher-education based teacher educators in England, the Republic of Ireland and Scotland about their experiences of, and priorities for, professional learning. While the data generated were…
Descriptors: Foreign Countries, Educational Needs, Needs Assessment, Higher Education
Youens, Bernadette; Smethem, Lindsey; Sullivan, Stefanie – Journal of Education for Teaching: International Research and Pedagogy, 2014
This paper explores the potential of video capture to generate a collaborative space for teacher preparation; a space in which traditional hierarchies and boundaries between actors (student teacher, school mentor and university tutor) and knowledge (academic, professional and practical) are disrupted. The study, based in a teacher education…
Descriptors: Teacher Education Programs, Video Technology, Cooperative Learning, Cooperative Planning
Knight, Rupert – Journal of Education for Teaching: International Research and Pedagogy, 2015
Integrating theoretical knowledge within teacher education has often been portrayed as difficult, with previous studies reporting student teachers' ambivalence, or even scepticism, about the value of research findings and theory to classroom practice. Moreover, the nature of teachers' professional knowledge is itself uncertain and highly complex.…
Descriptors: Graduate Students, Student Teachers, Student Teacher Attitudes, Theory Practice Relationship
Salter, Dr Emma; Tett, Lyn – Journal of Education for Teaching: International Research and Pedagogy, 2022
This study of nine Primary School teachers of Religious Education (RE) analyses the benefits of their engagement in practitioner research (PR) and shows how that engagement can be sustained. We demonstrate the importance of enhancing the social dimension of learning through forming a community-of-practice (CoP) that enables participants to gain…
Descriptors: Elementary School Teachers, Communities of Practice, Religious Education, Teacher Collaboration
Ovenden-Hope, Tanya; la Velle, Linda – Journal of Education for Teaching: International Research and Pedagogy, 2015
In order to achieve the standard expected in the classroom, teachers benefit from continuing professional development that enables access to resources with which to inform their practice. Smith and Helfenbein's "Translational Research in Education: Collaboration and Commitment in Urban Contexts." "In The Collaborative Turn: Working…
Descriptors: Foreign Countries, Teaching Methods, Qualitative Research, Faculty Development
Harrison, Jennifer K.; Lee, Ruth – Journal of Education for Teaching: International Research and Pedagogy, 2011
This study focuses on critical incident analysis in initial teacher education and the part played by the professional learning conversation. A reflection framework was used to identify changes in levels of reflective practice. Conversational skills of the supervising teacher in recognising the "person" in the student teacher, and their…
Descriptors: Student Teachers, Cooperating Teachers, Reflective Teaching, Teacher Education Programs
Ellis, Viv; Glackin, Melissa; Heighes, Deb; Norman, Mel; Nicol, Sandra; Norris, Kath; Spencer, Ingrid; McNicholl, Jane – Journal of Education for Teaching: International Research and Pedagogy, 2013
Written collaboratively with research participants, this article reports the main findings of the Work of Teacher Education project that studied the labour of 13 higher education-based teacher educators in England and Scotland over the course of a year. The priority of maintaining relationships with schools (and between schools and student…
Descriptors: Foreign Countries, Teacher Educators, Higher Education, Preservice Teacher Education
Sangster, Margaret; Green, Michael – Journal of Education for Teaching: International Research and Pedagogy, 2012
This study is an analysis of the impact on students of their experience of an alternative placement. The placement was run with Year 2 students on a three-year undergraduate initial teacher education degree programme (primary, 3-11) in England. The placement enabled students to have a practical teaching experience in any setting outside the age…
Descriptors: Teaching Experience, Preservice Teacher Education, Second Language Instruction, Foreign Countries
Aslam, Farzana; Adefila, Arinola; Bagiya, Yamuna – Journal of Education for Teaching: International Research and Pedagogy, 2018
STEM outreach programmes in secondary schools are mediated by STEM teachers who are responsible for organising, implementing and evaluating the activities with a view to promoting STEM subjects. However, research investigating teachers' STEM roles and professional development through participation in outreach activities is limited. This paper…
Descriptors: STEM Education, Secondary Education, Science Teachers, Faculty Development
Ovenden-Hope, Tanya; Blandford, Sonia; Cain, Tim; Maxwell, Bronwen – Journal of Education for Teaching: International Research and Pedagogy, 2018
Teacher recruitment and retention is an international challenge. In England the government have reported that more teachers leave before retirement age than five years ago, 30% within five years and schools are finding it difficult to fill posts with quality teachers . This paper evaluates the contribution of the research-informed RETAIN Early…
Descriptors: Beginning Teachers, Teacher Persistence, Faculty Development, Foreign Countries