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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
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Erduran, Sibel – Journal of Education for Teaching: International Research and Pedagogy, 2020
The article raises questions about how argumentation is situated in science and religious education. Argumentation is about the justification of claims with reasons and evidence. It is a way of reasoning in both science and religious studies. A current 3-year research and development project entitled "Oxford Argumentation in Religion and…
Descriptors: Teaching Methods, Learning Processes, Religious Education, Persuasive Discourse
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Maylor, Uvanney – Journal of Education for Teaching: International Research and Pedagogy, 2016
What is meant by fundamental British values? How are they constructed and can they be taught in schools? In trying to address these questions, this paper revisits a small-scale research study commissioned by the UK's previous New Labour government. The research was concerned to understand the extent to which schools delivered a diverse curriculum…
Descriptors: Foreign Countries, Values, Cultural Pluralism, Teacher Attitudes
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Jones, Hanneke – Journal of Education for Teaching: International Research and Pedagogy, 2016
This paper is based on my own practice as a teacher educator at a university in the north-east of England and focuses on the effectiveness of dialogue as a tool for teaching the topic of socio-economic disadvantage in initial teacher education (ITE). The research was triggered by questions which had emerged within my work, about the compatibility…
Descriptors: Foreign Countries, Poverty, Teacher Education Programs, Preservice Teachers
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Cain, Tim – Journal of Education for Teaching: International Research and Pedagogy, 2015
Recent policy statements have urged greater use of research to guide teaching, with some commentators calling for a "revolution" in evidence-based practice. Scholarly literature suggests that research can influence policy and practice in "instrumental," "conceptual" or "strategic" ways. This paper analyses…
Descriptors: Foreign Countries, Educational Research, Academically Gifted, Teaching Methods
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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
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Murray, Jean; Passy, Rowena – Journal of Education for Teaching: International Research and Pedagogy, 2014
This article examines the relationship between pre-service teacher education (ITE) for primary schooling and primary teaching in England between 1974 and 2014, and explores the "fitness of purpose" of the current system of preparing teachers for the classrooms of the twenty-first century. Our historical analysis suggests that, despite 40…
Descriptors: Foreign Countries, Teacher Education, Teacher Education Programs, Elementary School Teachers
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Browne, Liz; Reid, Jay – Journal of Education for Teaching: International Research and Pedagogy, 2012
Early in its period of office the new United Kingdom coalition government produced an Education White Paper containing potentially devastating news for higher education training institutions in England and Wales. Drawing on research papers and policy documents, this article takes an historic approach to map the changing face of teacher training…
Descriptors: Higher Education, Partnerships in Education, Teaching Methods, Foreign Countries
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Ellis, Viv – Journal of Education for Teaching: International Research and Pedagogy, 2010
Pre-service teacher education in England has been essentially school-based since 1992. The article offers a critique of this design from the perspective of a practitioner and researcher working in one of its most influential schemes. The fundamental problem described concerns an impoverished understanding of experience that underpins how beginning…
Descriptors: Preservice Teacher Education, Experiential Learning, Foreign Countries, Beginning Teachers
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Hayward, Jeremy; Jerome, Lee – Journal of Education for Teaching: International Research and Pedagogy, 2010
Almost a decade ago, the new subject of citizenship was created in the English National Curriculum and several universities were funded to train teachers in this new subject. This presented a rare challenge, namely how to train people to teach a subject that did not exist in schools, and in which they were unlikely to have a specialist degree. In…
Descriptors: National Curriculum, Curriculum Development, Citizenship, Citizenship Education
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Stevens, David – Journal of Education for Teaching: International Research and Pedagogy, 2010
The paper presents a radical critique of the competence-driven initial teacher education (ITE) paradigm, focusing on the official standards for qualified teacher status in England and Wales, the legal basis for teacher education courses, and specifically the Postgraduate Certificate in Education (PGCE). Broadly, the developing perspective here is…
Descriptors: Preservice Teacher Education, Critical Theory, Education Courses, Foreign Countries
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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
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Bore, Anne; Wright, Nigel – Journal of Education for Teaching: International Research and Pedagogy, 2009
The concept of "wicked issues", originally developed in the field of urban planning, has been taken up by design educators, architects and public health academics where the means for handling "wicked issues" has been developed through "reflective practice". In the education of teachers, whilst reflective practice has…
Descriptors: Policy Formation, Quality Control, Foreign Countries, Reflective Teaching
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Loo, Sai – Journal of Education for Teaching: International Research and Pedagogy, 2007
This paper investigates how teacher education programmes provide adequate preparation for its prospective teachers. It uses adult numeracy teacher education in the post-compulsory education sector in England as exemplar. Using findings from two research projects on adult numeracy teacher education courses, the article investigates the applications…
Descriptors: Foreign Countries, Learning Processes, Education Courses, Numeracy
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Winter, Christine; Firth, Roger – Journal of Education for Teaching: International Research and Pedagogy, 2007
Considerable activity has occurred in the recent past regarding policy-making around Education for Sustainable Development (ESD) in the school curriculum. Teaching about sustainable development involves complex and contested ethical and political issues. This case study research investigates how four student teachers taking part in a one-year…
Descriptors: Foreign Countries, Political Issues, Case Studies, Student Teachers
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