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Showing 1 to 15 of 28 results Save | Export
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Rosemarie Hill – Teacher Education Advancement Network Journal, 2024
The National Curriculum is a document written by the Department for Education and contains the statutory requirements all teachers in maintained schools in England must follow. This research study will examine the path primary teachers in England, those who teach 5 to 11 year olds, navigate to meet the requirements of the National Curriculum and…
Descriptors: Foreign Countries, History Instruction, Inquiry, Active Learning
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Geraldine Magennis-Clarke – Teacher Education Advancement Network Journal, 2024
This paper examines a literacy book study group as a potentially useful vehicle for the delivery of teacher professional learning in a primary setting. A small group of teachers, in conjunction with a university lecturer, participated in weekly workshop sessions centred around a chosen literacy-based text. The goal of this project was to provide…
Descriptors: Faculty Development, Elementary School Teachers, Foreign Countries, Discussion Groups
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Smith, Hannah; White, Wendee – Teacher Education Advancement Network Journal, 2022
The importance of classroom architecture has long been recognized and supported as a significant factor in Early Years teaching and learning, garnering an explicit focus in policy and practice in Scotland. The same cannot be said of practices beyond the early years, where the explicit role of classroom architecture has been less clearly defined.…
Descriptors: Classroom Design, Elementary School Students, Classroom Techniques, Foreign Countries
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Biberman-Shalev, Liat; Korem, Anat; Ram, Drorit – Teacher Education Advancement Network Journal, 2022
Pre-service teachers' reflection is a common professional practice in the context of teacher education. The integration of blogs as reflective journals in teacher education may contribute to bridging practical field know-how with the academic knowledge base. In particular, the blog may serve as a virtual space for a community of practice where all…
Descriptors: Preservice Teachers, Preservice Teacher Education, Teacher Educators, Electronic Publishing
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Robinson, Pinar – Teacher Education Advancement Network Journal, 2022
Recently, teacher recruitment and retention has been the focus of the government and a step taken to support recruitment was the abolishing of the skills tests. Initial teacher training providers became responsible for assessing trainees' mathematicsrather than having it externally assessed. The purpose of this literature review is to synthesise…
Descriptors: Foreign Countries, Preservice Teacher Education, Teacher Competencies, Mathematics Instruction
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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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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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Hooton, Debbie – Teacher Education Advancement Network Journal, 2019
This study is an evaluation of learning style profiles and multiple intelligence domains of level seven trainee primary school teachers who chose to specialise in mathematics at the university where the research took place. Whilst this study focusses on mathematics specialists studying at post graduate level the information could be adapted to…
Descriptors: Profiles, Preservice Teachers, Elementary School Teachers, Mathematics Teachers
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Wilberforce, Cheryl; Pratt, Andrea – Teacher Education Advancement Network Journal, 2019
As a teacher educator, feedback from students is important to ensure there is time for my own reflection to inform and develop my practice and curriculum design within formal expectations of initial teacher education. This paper considers the perceptions and expectations of a sample of student teachers, situated in a Higher Education Institution…
Descriptors: Pedagogical Content Knowledge, Knowledge Level, Teacher Competencies, Preservice Teachers
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White, Wendee; Malkus, Amy – Teacher Education Advancement Network Journal, 2019
Interest in the role of emotion within mathematics education has increased in recent decades. Within a case-study framework, I explored how an Affective Instructional Design (AID) supported an early years teacher develop the capacity to change her instructional approaches, influenced her mathematic affect, and the affective experiences of her…
Descriptors: Mathematics Instruction, Instructional Design, Affective Objectives, Preschool Teachers
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Power, Eleanor; Waring-Thomas, Paul – Teacher Education Advancement Network Journal, 2019
This paper outlines a small-scale Case Study, which took place in England, involving six School Direct Primary teacher trainees acting as participants. Important assessment points, evidencing progress against the Teachers' Standards, are 'Units of Learning'. These contain sequences of lessons, planned and evaluated by the trainees, assessing…
Descriptors: Art Education, Art Products, Student Journals, Reflective Teaching
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Hawxwell, Louise – Teacher Education Advancement Network Journal, 2019
Spending time in the outdoors has been shown to have a number of benefits, including those related to academic, health and well-being, and social factors. Teachers are in an ideal position to deliver outdoor experiences to the children they work with, therefore it is important that trainee teachers develop their knowledge and understanding of how…
Descriptors: Primary Education, Preservice Teacher Education, Preservice Teachers, Student Attitudes
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Sutcliffe, Ruth; Linfield, Rachel; Riley, Gaynor; Nabb, Debbie; Glazzard, Jonathan – Teacher Education Advancement Network Journal, 2019
The National Student Survey (NSS) frequently highlights students' dissatisfaction with feedback. Data collected over the past two years by tutors working on a Batchelor of Arts (Honours) Primary Education 5-11 programme, leading to Qualified Teacher Status (QTS), shows increasing satisfaction as students engage with and use feedback. The…
Descriptors: Feedback (Response), Student Satisfaction, Verbal Communication, Synchronous Communication
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Zsargo, Liz; Palmer, Jean F. – Teacher Education Advancement Network Journal, 2019
The small-scale research study reported in this paper aimed to explore the ways in which mentors in primary school settings approach the assessment of trainee teachers within the English Initial Teacher Education system. Consistency and accuracy of assessment is judged by Ofsted (Office for Standards in Education) as a key indicator of quality,…
Descriptors: Accuracy, Mentors, Preservice Teachers, Elementary School Teachers
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Gomersall, Suzanne – Teacher Education Advancement Network Journal, 2019
This small scale study investigated how much value undergraduate primary trainee teachers perceive there to be within a programme of peer mentoring. As this was a small scale study gathering qualitative data, the findings do not represent a general consensus and may be situational to this setting. The literature suggests that there are a wide…
Descriptors: Student Attitudes, Elementary School Teachers, Preservice Teachers, Mentors
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