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Cottam, Martina – Teacher Education Advancement Network Journal, 2017
During the last decade, universities have endeavoured to continually improve the level of student satisfaction and learning experience. Student evaluative feedback is therefore critical to measure and track progress, and questionnaires are the principal means of collecting this data. In the UK, although the National Student Survey is used to…
Descriptors: Student Satisfaction, Feedback (Response), Student Surveys, Foreign Countries
Allen, Michael; Briten, Elizabeth; Maude, Kulwinder; Ooms, Ann; Sossick, Matthew; Valentine, Mari Jo – Teacher Education Advancement Network Journal, 2017
This article describes a small-scale quantitative study that explored levels of satisfaction within a sample of student teachers at two points in time. A first questionnaire was completed during students' final year at an English university and comprised of questions relating to their satisfaction with school experience. A second was conducted…
Descriptors: Identification, Beginning Teachers, Primary Education, Teacher Persistence
Cobb, Wendy; Haisman-Smith, Nick; Jordan-Daus, Kerry – Teacher Education Advancement Network Journal, 2017
'Working in partnership to transform society through education' is the inspirational mission statement of our Faculty of Education. But what can and does 'working in partnership' mean in practice? This paper outlines a partnership development story with a charity and a university Faculty. There is limited research surrounding academic partnerships…
Descriptors: Empowerment, Change Agents, Partnerships in Education, Teacher Educators
Mycroft, Lesley – Teacher Education Advancement Network Journal, 2017
A mixed methods or multi-strategy research project considered the vocal demands on teachers in UK classrooms and their ongoing requirement for help. The study was in two parts, the first being a survey through questionnaires and interviews to ascertain the extent of voice problems among teachers and those training to become teachers. The second…
Descriptors: Foreign Countries, Voice Disorders, Fatigue (Biology), Verbal Communication
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
Byrd, Jo – Teacher Education Advancement Network Journal, 2017
This paper describes the challenges of introducing a digital tool to trainee teachers. A group of nineteen undergraduate students studying primary education and in their third year of a four year course was introduced to PebblePad5. PebblePad is an online tool which is not new in the world of ITE. However, the latest version has more useful…
Descriptors: Technology Integration, Technology Uses in Education, Teacher Education, Preservice Teachers
Coker, Helen – Teacher Education Advancement Network Journal, 2017
Developing student teachers to become confident and effective professionals is a central aim of teacher education programmes. Developing understanding of student-teacher agency - the ways in which student teachers actively participate in their learning - has the potential to inform programme development. Working in the context of a blended…
Descriptors: Personal Autonomy, Student Teachers, Program Development, Blended Learning
Woodbury, Jayne – Teacher Education Advancement Network Journal, 2017
In recent years in England there has been a move away from Initial Teacher Training (ITT) taking place predominantly in Higher Education Institutions (HEIs) to becoming schools led. The two main routes undertaken by graduates wishing to teach are the Post Graduate Certificate of Education (PGCE) and Schools Direct (SD). Both routes offer…
Descriptors: Foreign Countries, Preservice Teacher Education, Teacher Certification, Educational Change
Knight, Ben – Teacher Education Advancement Network Journal, 2017
This paper documents the evolution of attempts to codify and standardise teachers' work in England with particular attention to how this phenomenon has impacted the Initial Teacher Education (ITE) sector. In recent decades the teaching profession in England has undergone various iterations of competency criteria, culminating with the current…
Descriptors: Foreign Countries, Standards, Teaching (Occupation), Preservice Teacher Education
Tynan, Rick; Mallaburn, Andrea – Teacher Education Advancement Network Journal, 2017
All stake holders in competency based teacher training systems share an interest in the consistency of assessment outcomes and practice. Assessment data from more than 200 trainees participating in Initial Teacher Training/Education (ITT/E) programmes and partnerships at a Higher Education (HE) provider in the Northwest of England were analysed…
Descriptors: Competency Based Teacher Education, Preservice Teacher Education, Foreign Countries, Grades (Scholastic)
Wright, Victoria; Loughlin, Theresa; Hall, Val – Teacher Education Advancement Network Journal, 2017
The paper shares selected findings from a small scale qualitative research project in to preservice student teachers' perceptions of lesson observation and feedback in relation to their developing identities as teachers. It focused on observation and feedback processes; including action planning as an integral element linked to the post-compulsory…
Descriptors: Observation, Feedback (Response), Professional Identity, Student Teachers
French, Amanda; Hobbs, Dinah – Teacher Education Advancement Network Journal, 2017
This paper reports on a productive partnership between a University's research unit and one local primary school, which is part of a bigger project, 'Pupils as Research Partners in Primary' (PARPP), which generally seeks to actively involve children as researchers in child-led research in a variety of school-based research initiatives. The paper…
Descriptors: Elementary School Students, Program Evaluation, Participatory Research, Foreign Countries
Duncalf, Debbie; Lloyd, Di; Pratt, Andrea; Horsfall, Peter – Teacher Education Advancement Network Journal, 2017
This paper reports on the first year of an innovative Postgraduate Certificate (PGCert) in Advanced Education Practice, designed to meet the specific staff and development needs of one school in the North West of England. The programme is underpinned by three strands of practice based learning: learning about practice (theory), learning in…
Descriptors: Teacher Attitudes, Transformative Learning, Program Descriptions, Educational Practices
Thomas, Lorraine – Teacher Education Advancement Network Journal, 2017
This research investigates lessons to be learnt from and key stakeholder perceptions of the government-prescribed Masters in Teaching and Learning (MTL). Located within the secondary school phase and higher education in the English West Midlands, this article presents findings within a multiple case study from interviews with recently qualified…
Descriptors: Masters Programs, Teacher Education, Beginning Teachers, Foreign Countries
Gaciu, Nicoleta; Dalzell, Luke; Davis, Jonathan; Diamond, Allyson; Howard, Sian – Teacher Education Advancement Network Journal, 2017
Subject knowledge enhancement (SKE) is considered an essential part of initial teacher training (ITT) for secondary school roles. The article gives an insight into trainee teachers' different experiences and approaches they used to expand and acquire Physics and Mathematics subject knowledge, alongside other forms of knowledge. The unique feature…
Descriptors: Foreign Countries, Preservice Teachers, Preservice Teacher Education, Student Attitudes