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Showing 1 to 15 of 89 results Save | Export
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Minott, Mark – Teacher Education Advancement Network Journal, 2021
Over the past 30 years, the teaching profession has embraced the notion of the teacher as a reflective practitioner, which has led to an increased emphasis on teacher education programmes offering learning experiences that model and encourage reflective practice. This qualitative instrumental case study research explored the usefulness, benefits,…
Descriptors: Reflective Teaching, Student Teaching, Student Teachers, Foreign Countries
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Fernandes, Lisa – Teacher Education Advancement Network Journal, 2021
As a teacher educator specialising in special educational needs and disabilities (SEND) in a large further education college in North-East England, a key concern of the student teachers is how to work with those other practitioners who provide support to learners in the classroom. A review of the literature, combined with my own experiences as…
Descriptors: Student Teachers, Student Attitudes, Student Experience, Teacher Aides
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Onions, Sian; Ferdinand, Matt – Teacher Education Advancement Network Journal, 2021
It is widely recognised that technology, including social media, has many positive benefits in education although online technologies, particularly imprudent use of social networking sites, may also present problems for those seeking employment as a newly qualified teacher (NQT). To counter this, trainee teachers are provided with guidance on the…
Descriptors: Differences, Principals, Beginning Teachers, Teacher Student Relationship
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Impedovo, Maria Antonietta – Teacher Education Advancement Network Journal, 2021
In this position paper, we explore the potential of social networks for teacher professional development. Networking is a crucial skill in professional careers, supporting the individual's personal and professional learning. Collective teacher interactions online can facilitate collaborative professional development and support collective…
Descriptors: Faculty Development, Communities of Practice, Social Networks, Innovation
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Elstad, Eyvind; Christophersen, Knut-Andreas; Turmo, Are – Teacher Education Advancement Network Journal, 2021
Teacher education for primary and lower secondary school has received harsh criticism in many countries, also in Denmark. Teacher education programmes experience high dropout rates and has low appeal to potential students. The purpose of this study is to explore how preservice teachers' perceptions of campus experiences and field experiences are…
Descriptors: Foreign Countries, Preservice Teachers, Student Attitudes, Teacher Motivation
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Tope, Clare – Teacher Education Advancement Network Journal, 2021
There is broad agreement that the choice of mathematical examples is central to the teaching of mathematics and that a teacher's choice of examples may either facilitate or impede learners' understanding. From this starting point it can be deduced that programmes of instruction for teachers should include the study of mathematical examples.…
Descriptors: Observation, Demonstrations (Educational), Elementary School Mathematics, Textbooks
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Crooks, Victoria; London, Laura; Snelson, Helen – Teacher Education Advancement Network Journal, 2021
Following a decade of shift towards more school-led or school-centred initial teacher training it is time to assess the impact of this change on the roles of mentors and tutors in university based initial teacher education (ITE) partnerships. This paper therefore elicited the perceptions of school-based mentors' contributions to the education of…
Descriptors: Preservice Teacher Education, Mentors, Teacher Education Programs, College School Cooperation
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Webb, Penny – Teacher Education Advancement Network Journal, 2021
This research explored influences on self-efficacy and confidence for ITE students when teaching children with autism. Self-efficacy, defined by Bandura (1997), is a person's perception of their capacity to carry out a course of action which will enable their attainment. The language of confidence was adopted when considering how ITE students…
Descriptors: Autism, Pervasive Developmental Disorders, Self Efficacy, Self Esteem
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Baker, Lewis A. – Teacher Education Advancement Network Journal, 2021
A mixed-method of questionnaires and analysis of audio-visual recordings are used to contextualise one's use of lecture capture technology on a Foundation Year provision at a higher education institute. The researcher's use of lecture capture technology appears to mirror many aspects of its use amongst colleagues, including the method used and the…
Descriptors: Audiovisual Aids, Lecture Method, Technology Integration, Transitional Programs
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Chaplin, Diana; Munn, Heather – Teacher Education Advancement Network Journal, 2020
This article explores the nature of effective mentoring practices in training Early Years Teachers in a University. A small-scale enquiry was undertaken where mentees and their mentors were asked about their experiences of meeting the standards to gain Early Years Teacher Status (EYTS). The results indicate that the use of grading to identify…
Descriptors: Communities of Practice, Preservice Teacher Education, Mentors, Foreign Countries
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Doherty, Jonathan – Teacher Education Advancement Network Journal, 2020
The retention of teachers is one of the key challenges currently facing schools today. The imperative to bring more teachers into the profession and keep them there has never been more urgent. With Government interventions in England mainly concentrated on the recruitment of teachers into the state sector, little consideration has been given to…
Descriptors: Faculty Mobility, Teacher Persistence, Teacher Recruitment, Teacher Shortage
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Holme, Richard; Schofield, Susie; Lakin, Elizabeth – Teacher Education Advancement Network Journal, 2020
This paper considers the under researched area relating to defining and conceptualising non-formal teacher professional development. It makes the case for adopting the general term grassroots professional development, specifically when this is self-directed activity led by educators. The article serves the purpose of being a position paper for…
Descriptors: Nonformal Education, Faculty Development, Program Effectiveness, Communities of Practice
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Atherton, Pete – Teacher Education Advancement Network Journal, 2020
This paper inhabits the increasingly popular space of autoethnographic study. The piece is designed to critique and contextualise the process and usefulness of autoethnography as a way of making meaning. The study centres on how one highly experienced teacher and newly appointed teacher educator is using narrative writing to unpick and locate…
Descriptors: Autobiographies, Ethnography, Personal Narratives, Research Methodology
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Lawrence, Clare; Rimmer, John – Teacher Education Advancement Network Journal, 2020
The draft film "Broken" (Rimmer, 2020) is an artistic impression that aims to articulate dysfluency from an autistic viewpoint. This paper reports on a pilot study to evaluate the effectiveness of the film as a tool to support trainee teachers' understanding of fluency issues in autistic pupils in the mainstream classroom. The study…
Descriptors: Mass Media Use, Films, Preservice Teachers, Autism
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Ievers, Michael; McGeown, Kieran – Teacher Education Advancement Network Journal, 2020
Five years have now passed since the last government review of STEM (Science, Technology, Engineering and Mathematics) education in Northern Ireland (Perry and Irwin, 2015). This small-scale qualitative study set out to analyse the progress made and challenges faced within STEM education in Northern Ireland, and to draw out implications for…
Descriptors: STEM Education, Foreign Countries, Educational Change, Learner Engagement
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