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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
Clare Lawrence; Sheine Peart; Hadiza Kere Abdulrahman – Teacher Education Advancement Network Journal, 2024
There is a growing need to rethink ways to teach both Black and White pupils in multicultural and diverse societies. This paper reports on a study that examined the impact that preparing multicultural resources had on student teachers' perceived preparedness to represent the diversity of UK secondary school pupils. It explores the creation of…
Descriptors: Multicultural Education, Secondary Education, Secondary School Teachers, Student Teachers
Colette Ankers de Salis; Gina Gretton; Christine Smith – Teacher Education Advancement Network Journal, 2024
This paper explores the extent to which student teachers, in their final year of a 3-year undergraduate programme teach phonics as part of a holistic reading programme linked to reading for meaning and for pleasure. It reports the results of surveys, lesson observations and interviews with a sample of students studying at one university in the…
Descriptors: Student Teachers, Undergraduate Students, Phonics, Foreign Countries
White, Elizabeth; Mackintosh, Julia; Dickerson, Claire – Teacher Education Advancement Network Journal, 2022
Teachers who mentor student teachers have a range of mentoring, coaching and teaching experience. Appropriate professional development for mentors takes consideration of this experience as well as the age phase, context (for example, main-stream or special education setting) and route that the student teacher is taking into teaching (school-based…
Descriptors: Mentors, Student Teachers, Preservice Teacher Education, Teacher Educators
Hendry, Helen; Hounslow Eyre, Adam; Pritchard, Kate; Sellars, Clarke – Teacher Education Advancement Network Journal, 2022
This research focused on the benefits and challenges for second year Education Studies undergraduate students acting as near-peer mentors for year 12 students (aged 16-17). Near-peer mentoring often involves postgraduate students working with new undergraduates and is more common during Science Technology Engineering and Maths (STEM) programmes.…
Descriptors: Undergraduate Students, Peer Relationship, Mentors, High School Students
Woodhouse, Joan; Guihen, Laura; Scalise, Maria – Teacher Education Advancement Network Journal, 2022
This paper reports on a study in which we interviewed eleven student teachers who were mothers. We wanted to understand the challenges the women faced in combining Initial Teacher Education (ITE) and motherhood, and about the factors that sustained them through the course. Participants faced practical and emotional challenges, including financial…
Descriptors: Preservice Teacher Education, Mothers, Barriers, Emotional Problems
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
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
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
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
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
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
Toyn, Mike – Teacher Education Advancement Network Journal, 2020
This study explores the role that social networking sites play in the learning of post-graduate trainee teachers. It is part of a larger study that explored the role that technologies played in student learning via a Networked Learning framework. It draws upon the content posted to closed groups on social network sites, such as Facebook and…
Descriptors: Graduate Students, Preservice Teachers, Communities of Practice, Internet
Boyd, Pete – Teacher Education Advancement Network Journal, 2020
Internationally, schools with small numbers of children and constrained funding are not able to group the children in classes based on their age. Rather, the children are combined into larger 'mixed-age' classes. Schools and teachers manage this situation in different ways, for example by teaching the class as two or more separate age-based groups…
Descriptors: Mixed Age Grouping, Mastery Learning, Mathematics Instruction, Foreign Countries
Demissie, Fufy – Teacher Education Advancement Network Journal, 2020
Discussion-based learning (DBL) has the potential to develop valued higher-order thinking skills and dispositions that are key to teacher professional learning and development. However, whilst much is known about effective classroom teaching strategies, students' lived experiences of discussion-based pedagogies are relatively under-reported. This…
Descriptors: Barriers, Discussion (Teaching Technique), Student Teachers, Student Attitudes