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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
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
Perry, Emily; Boodt, Sarah – Teacher Education Advancement Network Journal, 2019
Teacher educators are crucial for the quality of the teaching workforce and therefore to the outcomes of learners. However, teachers frequently become teacher educators with little or no professional development to support them in these roles. In this paper we report on a professional development programme which aimed to address this gap in…
Descriptors: Teacher Educators, Teachers, Faculty Development, Foreign Countries
Sossick, Matthew; Gumbrell, David; Allen, Pat – Teacher Education Advancement Network Journal, 2019
Concerns over teacher retention and resilience led to a coaching project designed to support and nurture a group of Newly Qualified Teachers (NQTs) in a University school partnership. Research interviews were conducted with the group to ascertain the issues that they had faced during the year and impact of the coaching experience. The NQTs…
Descriptors: Beginning Teachers, Resilience (Psychology), College School Cooperation, Foreign Countries
Douglas, Alaster Scott – Teacher Education Advancement Network Journal, 2019
This study compares interview data from four pre-service teachers who took part in an ethnographic study in 2006 whilst on their teacher education course and then were interviewed again in 2015 about their subsequent careers. Their conceptualisations of knowing and of becoming a teacher are explored in order to comment on the process of learning…
Descriptors: Foreign Countries, Teacher Education Programs, Preservice Teacher Education, Educational Philosophy
Cutler, Chloe-Rose; Mallaburn, Andrea; Putwain, David W.; Daly, Angela – Teacher Education Advancement Network Journal, 2019
This paper explores the relationship of teachers' intelligence beliefs and classroom instruction, in particular teachers' use of intelligence language. According to Dweck's (1999) theory of intelligence, individuals can hold intelligence beliefs on a continuum from an entity theory, where intelligence is fixed, through to an incremental theory,…
Descriptors: Secondary School Teachers, Teacher Attitudes, Beliefs, Intelligence
Lloyd, Diane; Jones, Paula; Pratt, Andrea; Duncalf, Debbie – Teacher Education Advancement Network Journal, 2019
This paper considers how empowering teachers to reach for success in partnership with a Higher Education Institution (HEI) in the North West of England can affect learning in the classroom. Evidence based research is the focus of this study which focuses on working with teachers engaging in their own research beyond initial teacher education. The…
Descriptors: Teacher Empowerment, Partnerships in Education, College School Cooperation, Foreign Countries
Majer, Vanessa – Teacher Education Advancement Network Journal, 2019
Textbooks on dyslexia ascertain that writing strategies designed for dyslexic students are effective, some suggesting their suitability for all students. However, there is a lack of empirical evidence to substantiate these claims (Glazzard, 2011). This paper examines these claims, by presenting the findings from research into writing strategies…
Descriptors: Foreign Countries, Teacher Education Programs, Preservice Teacher Education, Educational Philosophy
Lawrence, Clare – Teacher Education Advancement Network Journal, 2019
Despite extensive interest in the needs of autistic pupils in education, there seems to date to have been no focus on the needs or attitudes of teachers who are autistic. This paper reports on the case study of an autistic trainee teacher during his Initial Teacher Education (ITE) year undertaking a Post Graduate Certificate in Education (PGCE) at…
Descriptors: Role Models, Pervasive Developmental Disorders, Teacher Attitudes, Preservice Teachers
Whitfield, Louise – Teacher Education Advancement Network Journal, 2019
This article describes a small-scale qualitative study focusing on Newly Qualified Teachers (NQTs) during their first year of teaching. The study aimed to find out how Initial Teacher Education (ITE) providers can best support NQTs by looking at barriers that NQTs face, their perceptions of the support they need, and how these findings could be…
Descriptors: Preservice Teacher Education, Teacher Education Programs, Beginning Teachers, Teacher Competencies
Kelly, Lucy – Teacher Education Advancement Network Journal, 2019
Situating itself within the field of feminist scholarship, this piece brings together a range of academic and professional literature, as well as the author's own experiences as a PGCE (Postgraduate certificate in Education) tutor in England, to consider how women teachers are using online life-writing for personal and professional…
Descriptors: Feminism, Graduate Study, Teacher Education, Educational Experience
Brennan, Victoria; Mallabaum, Andrea; Seton, Linda – Teacher Education Advancement Network Journal, 2018
The aim of this current research is to investigate teachers' perceptions of the purpose and impact of chemistry/science outreach work. Considering views of educators, both in training and practice, is an important area to explore as teachers are the gatekeepers to these experiences and consciously or subconsciously have their own views about the…
Descriptors: Teacher Attitudes, Secondary School Teachers, Science Education, Outreach Programs
Boyd, Pete; Ash, Andy – Teacher Education Advancement Network Journal, 2018
South Asian approaches to teaching mathematics have been influential globally and are entangled with mastery approaches. This study investigates changing strategies and beliefs of Primary School teachers in England as they engage with a sustained curriculum development project. The teachers were working with a commercially available text book…
Descriptors: Discovery Learning, Mastery Learning, Mathematics Instruction, Elementary School Teachers
Henthorn, J.; Cammack, P. J. – Teacher Education Advancement Network Journal, 2017
There is a growing body of evidence that the educational use of social media has the potential to enhance a number of aspects of teaching and learning but there is a limited range of research on how Twitter can be integrated into classroom practice and school-life in primary schools. This paper adds to the emerging evidence of how social media…
Descriptors: Web 2.0 Technologies, Social Media, Technology Uses in Education, Instructional Effectiveness
Boyne, Martha; Beadle, Hazel – Teacher Education Advancement Network Journal, 2017
Supporting the teacher to consider the value of using evidence based practice, and the contribution to this of the school-based Journal Club, this paper provides an account of an examination of teacher perceptions within one case study school. The examination, undertaken in partial fulfilment of the requirements of a Masters in Education degree,…
Descriptors: Secondary School Teachers, Teacher Attitudes, Communities of Practice, Clubs
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