Tasks in Primary Mathematics Teacher Education is intended to advance relevant research and innovative international practices in the preparation and professional development of mathematics teachers. Emerging from discussion at the ICMI study on teacher professional development, this volume, focused on primary and elementary teachers, culls a richness that can only be found by gathering wisdom from varied experiences around the world. The choice of tasks, and the associated pedagogies, is a key aspect of teaching and (...) learning mathematics. Arguing that what students learn is largely defined by the tasks they are given, several major themes are presented. One such major strand, the form, function and focus of tasks, is discussed throughout several chapters, offering analysis, discussion of implementation, and exemplars of a broader category of illustrative techniques for developing critical understanding. (shrink)

In Britain, numerous policies have attempted to strengthen the subject knowledge of primary teachers. This paper assesses the evidence base for applying research on subject knowledge to teachers in primary schools. It concludes by suggesting that researchers and policy -makers would do well to reconsider the current emphasis on subject knowledge in initial teacher education and professional development; and, instead, give a higher priority to developing our understanding of the relationship between tacit and formal knowledge, and (...) of how teachers learn. (shrink)

Teacher Education and the Pursuit of Wisdom takes its readers into the deep waters of investigating teaching not simply as a profession but as a precious "way of life." The author begins by investigating the nature of teaching as both an "active" and a "contemplative" endeavor and inquires into the resonance between the nature of teaching on the one hand and what has been said classically about genuine philosophizing on the other hand. Having laid the groundwork for students (...) to be able to recognize this intimate connection, readers are next challenged to take up the notion of teaching as a "way of life" in the pursuit of wisdom experimentally and to record their observations in a personalized journal format. Thorough explanations are provided concerning the value of journaling for self-knowledge, and exemplar texts by master journal writers are discussed. This book is designed for use as a primary textbook in philosophy of education courses. Instructors will find it helpful as a means to organize engaging classes at both the undergraduate and graduate levels for genuine philosophic practices and inquiry. It contains a well-defined program of work that is modelled upon the latest research concerning "authentic task design." Its rich experimental approach is replete with a broad array of learning tasks, assessment tools, and practices that are aligned with the competencies-based approach taken in most professional certification and BEd Programs. (shrink)

More than 1.5 billion students experienced disruption to education as a result of COVID-19, representing the most substantial interruption to global education in modern history. Many educational institutions transitioned to emergency remote teaching (ERT) overnight, which has presented an array of distinct challenges for educators. Using virtual interviews and an experiential approach to thematic analysis, the study examined Scottish primary teachers’ (n = 10) lived experiences of adapting to ERT practice. Findings demonstrated three main themes; ‘Meeting Learners’ (...) Needs,’ ‘Influencing Engagement’, and ‘The Impact of ERT on Teachers’. Key findings suggested that differentiating learning, engaging, and communicating with learners is more difficult during ERT than face-to-face teaching. Parental engagement is vital, however, is influenced by several mitigating factors. Finally, ERT is likely to have substantial effects on the wellbeing of those involved. Implications of these findings are considered and discussed. (shrink)

The publication of Circular 14/93 'Initial Training of Primary School Teachers' (DfE 1993) sees yet another attempt to redefine and control the objectives, methods, outcomes and location of initial teacher education. It implies changes in the role of subject studies in initial teacher education, although its prescriptions in this regard are elusive. The interpretation and implications of these changes for subject studies are the focus of this paper. It reviews the current role of subject studies (...) in primary initial teacher education and outlines those elements of the Circular which will impact upon those roles. Inconsistencies in the Circular are identified. Critiques of the current role of subject studies are used to suggest how the generalised statements about levels of competence in the Circular can be expanded to redefine subject studies. The paper sets out the criteria subject studies will have to adopt to enact the expanded and more clearly defined roles required if they are to meet the objectives of the Circular. The paper specifically addresses the implications for subject studies courses of differentiated subject training for specialist and generalist primary school teachers. (shrink)

The publication of Circular 14/93 'Initial Training of Primary School Teachers' sees yet another attempt to redefine and control the objectives, methods, outcomes and location of initial teacher education. It implies changes in the role of subject studies in initial teacher education, although its prescriptions in this regard are elusive. The interpretation and implications of these changes for subject studies are the focus of this paper. It reviews the current role of subject studies in (...) class='Hi'>primary initial teacher education and outlines those elements of the Circular which will impact upon those roles. Inconsistencies in the Circular are identified. Critiques of the current role of subject studies are used to suggest how the generalised statements about levels of competence in the Circular can be expanded to redefine subject studies. The paper sets out the criteria subject studies will have to adopt to enact the expanded and more clearly defined roles required if they are to meet the objectives of the Circular. The paper specifically addresses the implications for subject studies courses of differentiated subject training for specialist and generalist primary school teachers. (shrink)

This edited volume examines the role of personal epistemology in teaching across early childhood, primary, secondary and tertiary contexts, and the implications for teacher education, incorporating the most up-to-date research and ...

In Europe, welfare state provision has been subjected to 'market forces'. Over the last two decades, the framework of economic competitiveness has become the defining aim of education, to be achieved by new managerialist techniques and mechanisms. This book thoughtfully and persuasively argues against this new vision of education. This in-depth major study will be of great interest to researchers in the sociology of education, education policy, social theory, organization and management studies, and also to professionals (...) concerned about the deleterious impact of current education policy on children's learning and welfare. (shrink)

Given that teachers become primary fundamental exemplars and models for their students and the students are likely to emulate the presented teachers’ behaviors, it is necessary to consider how to promote teachers’ abilities as potential moral educators during the course of teacher education. To achieve this ultimate aim in teacher education, as argued by moral philosophers, psychologists, and educators, teachers should be able to well understand the mechanisms of moral functioning and how to effectively promote (...) moral development based on evidence. Recent findings in the fields of social sciences that have examined how morality is functioning among human beings, moral psychology in particular, provide us with the evidence through experiments and observations. Furthermore, thanks to the development of scientific research methods that enable researchers to investigate the neural-level nature of human behavior, the researchers now can examine neural correlates of moral functioning that constitutes the basis of moral behavior and development. To facilitate the understanding of the field of neuroscience of morality and its educational implications within the context of teacher education, first, the recent trend in the field will be reviewed, and second, how it can provide useful insights to teachers and teacher educations will be discussed. (shrink)

We need to examine the role of "Angel Teachers" and make the case that they are now needed to take a primary role in the schools intervention efforts. This book will explore how they arrive at this role, their skills, how they help kids and how they avoid becoming saviors, self-promoters, and in the helping process for their own self-esteem.

This paper will set out the key planning considerations regarding the establishment of a dedicated online portal for Gaeltacht and Irish-medium schools at post-primary level as detailed in the Policy on Gaeltacht Education 2017-2022 (PGE). The research topic is intrinsically linked with action points highlighted within strategy and policy papers concerning the improvement of online supports for teachers in recent years by the Department of Education (DE) in Ireland. The Digital Strategy for Schools 2015-2020 refers to the (...) objective of establishing digital communities of practice and the PGE highlights the need for a ‘dedicated online portal’ for Irish-medium schools. Embracing a problem-solving spirit, forging coalitions, building inter-agency collaboration, and ensuring teacher buy-in from the outset are all critical factors in the necessary planning process. Through the adoption of a mixed-methods approach, questionnaire and focus group respondents verified the most important thematic issues for L1 (Irish-medium) post-primary teachers respecting the establishment of what has the capacity to become a flourishing online community of practice (OCoP). The research process cast a spotlight upon how best to serve the teachers’ professional needs, confirmed the need for a collaborative approach that prioritised the significance of the collective, ascertained the existence of greater teacher openness to systemic change, and the centrality of transformative digital solutions in the L1 educational sphere. (shrink)

In this article, we put forward a new strategy for teaching the concept of energy. In the first section, we discuss how the concept is currently treated in educational programmes at primary and secondary level (taking the case of France), the learning difficulties that arise as well as the main teaching strategies presented in science education literature. In the second section, we argue that due to the complexity of the concept of energy, rethinking how it is taught should (...) involve teacher training specifically developed for the concept. In our view, Epistemology and the History of Science and Technology (EHST) is the best method for a full understanding of the concept of energy and should thus be included in the teacher training programme. In the third section, we provide a general framework for a teacher training programme on energy, based on the history and epistemology of the concept and structured on the following three questions: ‘What is the origin of the concept of energy?’, ‘What is energy?’ and ‘What purpose does the concept of energy serve?’. (shrink)

The usage of scholarly journal articles in the academe is now gaining attention to cope with the ever dynamic and evolving teaching and learning processes. However, the use implies possible potential usage only because what is measured is the number of views and downloads of the articles. This paper explored how the teacher education faculty and students utilized scholarly journal articles in the teaching and learning of professional education courses. The study also determined the challenges in using (...) these primary sources and documented ways of overcoming them. Data were organized and analyzed using a thematic narrative technique of Riesman as the analytical framework. The inquiry was participated by six faculty and six students from the College of Education at a state university in Northern Mindanao in the first semester of the school year 2019-2020. The necessary protocol was followed, and ethical considerations were secured before the conduct of the study. An informed consent form was presented to each participant before they signed it, signifying that they are not forced to participate in the study. The faculty had a focus group discussion, while the students had a face-to-face interview with the researchers. Emerging themes revealed that scholarly journal articles were utilized by exposing learners to varied writings, enriching course content and learning, exposing them to process learning, preparing learners for classroom engagement, guiding learners to produce outputs, and allowing learners to acquire updates. The inquiry reported challenges in terms of the capability of the learners, interest and perception of learners, and the journal itself and its contents. Documented ways of overcoming these challenges include time management, frequency of use, selection criteria, and checking the author's background. (shrink)

Philosophy for Children (P4C) is a movement that teaches reasoning and argumentative skills to children of all ages. This book looks at the progress that P4C has made in the UK in addressing issues of literacy, critical thinking, PSHE, education for sustainable development and wider issues such as bullying. Chapters identify the different theories and practices that have emerged and discuss the necessity for a reflective approach that P4C brings to education. The book highlights how this movement can (...) fit into the early years, primary and secondary curriculum and the challenges and rewards that come with it. Chapters include: The Evolution of Philosophy for Children in the UK Pedagogical Judgement Negotiating meaning in classrooms: P4C as an exemplar of dialogic pedagogy The impact of P4C on teacher educators Being and becoming a philosophical teacher This will be an invaluable guide for all those interested in P4C and studying courses on Early Childhood Studies, Education Studies and Initial Teacher Training courses. (shrink)

This article attempts to articulate an understanding of the Augustinian value of Caritas as a call for Augustinian Institutions of Higher Education to promote justice and equity in the world. The author grounds this definition of Caritas by incorporating three primary concepts of Catholic Social Teaching: the dignity of the human person, concern for the common good and a preferential option for the poor and marginalized in society. The article attempts to apply this definition of the value of (...) Augustinian Caritas to the ways in which a concern for social justice and equity is promoted and practiced in an undergraduate teacher preparation program in an Augustinian educational institution. (shrink)

This paper reports on part of an evaluation of teacher support teams as a special education needs support strategy in primary schools. Using a mixture of quantitative and qualitative evaluation methods, it focuses on areas derived from a theoretical framework for understanding schools’ approaches to SENs. TSTs were set up and run in six of the eight schools, with meetings of between 30 and 45 minutes, usually during lunchtime or after school. Most of the referrals were about (...) behaviour problems, though many were about learning difficulties. The support included providing emotional encouragement, specific approaches to managing behaviour, teaching strategies and consulting others. Referring teachers reported that their TST experience led to increased confidence and some improvements in the children, while TST members themselves believed that they had gained much from the TST experience. Overall the study showed the feasibility and benefits of setting up TSTs in primary schools. The findings are discussed in terms of the wider benefits of TSTs and their relevance to special needs policies and the implementation of the SENs code of practice. (shrink)

Background: In this study, we aimed to investigate the effects of a mindfulness program including Mindfulness-Based Stress Reduction on the mental health of student teachers when offered at their educational institution in a real-life context.Methods: A parallel randomized controlled trial was conducted among self-selected student teachers at a Danish undergraduate program for teacher education in the autumns of 2019 and 2020. Participation was not recommended in case of clinical depression or a diagnosis of psychosis or schizophrenia, abuse of (...) alcohol, drugs, and/or medicine. Randomization was performed by a Statistician who was blinded to the identity of the students. Data was collected using self-reported questionnaires. The primary outcome was a change in perceived stress 3 months from baseline. Secondary outcome measures were symptoms of anxiety and depression, well-being, resilience, mindfulness, and thoughts and feelings during rest. The effects were analyzed according to the intention-to-treat principle using mixed-effect linear regression models. Mediating effects of mindfulness skills on the mental health outcomes were explored using structural equation modeling.Results: The study group included 67 student teachers with 34 allocated to the intervention group ; and 33 students allocated to a waiting list control group. At baseline, mean Perceived Stress Scale scores were 18.88 in the intervention group and 17.91 in the waiting list control group. A total of 56 students completed the questionnaire at a 3-month follow-up. Statistically significant effects of the intervention were found on perceived stress, symptoms of anxiety and depression, well-being, and on three of seven resting-state dimensions. No effects were found on resilience or mindfulness. Statistically significant mediated effects via resting-state dimensions were found.Conclusion The findings suggested that offering a mindfulness program at an undergraduate program for teacher education could significantly improve the mental health among self-selected students within 3 months. Results of mediation analysis supported the hypothesis that some of the effects might be explained by reduced distracting thoughts.Clinical Trial Registration: [www.ClinicalTrials.gov], identifier [NCT04558099]. (shrink)

This paper draws upon both Carl Jung’s theory of the psyche and nonviolence philosophy to re-examine curriculum dynamics in the context of teacher education. An integrative psychic life is enabled by the transcendent function of assimilating the unconscious to expand the horizon of consciousness while the integrative power of nonviolence heals the wounds of violence and promotes compassionate relationships. These theories follow different directions—the primary focus of Jung’s theory is the individual person and that of nonviolence theory (...) is humane relationality—but their underlying philosophical principles also intersect in ways that have important implications for today’s education. This paper focuses on three major intersections: the thread of interconnectedness is the undercurrent of an integrative psychic life and the underlying foundation for nonviolent relations; the shadow awareness within the individual psyche creates a social space for compassionate relationships with others; and complementary modes of psychic and nonviolent integration provide multiple pathways for teacher educators’ pedagogy and students’ self-education. After elaborating on these intersecting aspects and their curriculum implications, the final section discusses curriculum dynamics for subjective and social transformation through analysing the interactive relationships between and among teacher educators, students, texts, and contexts. (shrink)

ABSTRACTWhat makes a good teacher and what motivates a person to want to teach are timeless questions that concern us all. This study focuses on those who are currently training to become teachers,...

In a long-term study concerning mathematical tasks in primary schools, it was noted that teachers had difficulty in discussing mathematical processes and many lacked the vocabulary to do this. However, certain words and phrases such as 'pattern' or 'looking for pattern' were used with more confidence. With this in mind, discussions with teachers about commercial mathematics tasks were analysed based on mentions of pattern. It was found that the word was used frequently, but that some teachers had a wider (...) and more sophisticated view of 'pattern' than others. There were also variations in their views about teaching pattern, with some making it clear that they had strategies for helping children to see patterns. There was a feeling amongst some teachers that not all children could see patterns, and there was a tendency for this group to regard 'pattern spotting' as a top set activity. (shrink)

Summary An ideologically neutral orthodoxy of primary school educational practice may be developing in the United Kingdom on the basis of a critique of ?progressive? methodologies found, for example, in the writings of Robin Alexander. This paper expresses caution about such a development, by defending principles underlying progressive or ?child?centred? approaches to classroom practice against misconception and misrepresentation as well as against more substantiated attacks. It argues for a development of child?centred teaching methods within the English/Welsh National Curriculum in (...) the light of current models of mind and human development and the sorts of practical demands the National Curriculum makes on primary school teachers. (shrink)

Publication date: 29 September 2016 Source: Author: Aida Cornelia Stoian This study highlights the results of an empirical research, whose purpose was to study the teachers` option of primary and preschool education to use learning situations for training pupils’ skills in relation to seniority in teaching and learning environment and to identify of the level of conceptual representation of the learning situations term in the opinion of teachers in primary and preschool education.We made a questionnaire in (...) order to identify the frequency teachers can organize learning situations and the teachers` conceptual representations of learning situation.The results have confirmed the conclusions to get teachers` adhesion to organize learning situations for pupils’ skills training, to develop teachers’ skills in harmonizing all the methods, means and teaching strategies with the objective and subjective factors determining the interaction between teachers and pupils. (shrink)

Summary Two cohorts of teachers working full?time in Church of England voluntary?aided and voluntary?controlled first, primary and middle (deemed primary) schools within the Diocese of St Edmundsbury and Ipswich were invited to complete a questionnaire concerned with teaching styles in 1982 and again in 1996. The data demonstrate a significant shift toward placing greater value on traditional teaching styles between 1982 and 1996.

Two cohorts of teachers working full‐time in Church of England voluntary‐aided and voluntary‐controlled first, primary and middle schools within the Diocese of St Edmundsbury and Ipswich were invited to complete a questionnaire concerned with teaching styles in 1982 and again in 1996. The data demonstrate a significant shift toward placing greater value on traditional teaching styles between 1982 and 1996.

In this article, F. Tony Carusi considers the politics of instrumentalism performed between educational policy and research that figures the teacher as the primary means to raise student achievement. By reducing teachers to a means toward an end, policy and research work together to collapse what teachers are into what teachers are for, and in doing so, they enable discourses that privilege the instrumental specifically as ontological. In contrast to this collapse, Carusi highlights here the resistance of the (...) ontological to the instrumental by considering what teachers are apart from what they are for. Thinking the ontological apart from the instrumental leads to a dark pedagogy in which the refusals and negations performed by teachers occur where the politics of instrumentalism that renders them as an “in-school factor” do not see. (shrink)

It is common practice within primary classrooms for teachers to spilt children into different ability groups so that children of similar level are taught together. Whilst this practice is used across the globe, research is mixed on the benefits of such grouping strategy. This paper presents data collected from mixed methods research which investigated teachers use of grouping strategies and social comparison, the act of comparing oneself with others. It focuses on when, why and with whom children from different (...) ability groups compare themselves and the impact this has on their self-perceptions. Drawing upon data from children aged between 10 and 11 years from 12 primary schools, social comparison was found to play a significant role in daily classroom life for some children. The study identified different strands of the social comparison process including acknowledgment, topic, target, and direction, and it revealed positive and negative effects of social comparison. A difference by ability group was identified. Children within the low ability group were particularly vulnerable to the negative effects of social comparison and found to engage in more frequent and intentional social comparisons which were heavily relied upon for self-evaluation and performance evaluation. The paper discusses the educational implications of social comparison regarding pupil ability grouping strategies, motivation, engagement, and academic performance. Implications for teacher education and professional development is discussed. (shrink)

Education is a key mechanism for the restoration of inter-community relations in post-conflict societies. The Northern Ireland school system remains divided along sectarian lines. Much research has been conducted into the efficacy of initiatives developed to bring children together across this divide but there has been an absence of studies into the impact of educational division on teachers. A number of policies, separately and in combination, restrict teachers’ options to move across and between the divided school sectors. The recruitment (...) of teachers is excepted from fair employment legislation; details of teachers’ community identity are consequently not collected, and little is known about the impact that ethnic identity, educational policies and sectoral practices have had on teacher deployment. This quantitative project investigates the extent to which the deployment of teachers in mainstream schools in Northern Ireland reflects the enduring community divide. It is observed that, whilst primary schools are staffed mainly by community-consistent teachers, there has been an increase in cross-over teachers in post-primary schools – particularly in the grammar sector. Around one-in-five teachers have had no educational experience outside of their community of origin; this cultural encapsulation may contribute to a reluctance to engage with contentious issues in reconciliation programmes. (shrink)

Four year initial teacher education courses have recently undergone radical reform, in particular in relation to the time that students spend in schools. Through the introduction of mentorship programmes, teachers have become very much more involved in training the students whilst they are in school. How do teachers view the changes that have been introduced? Do they agree with the principles and models that guided the developments? Headteachers and class teachers who acted as mentors for students from the (...) University of Reading have supplied some answers. They are very committed to the model of student learning upon which the mentorship programme is built, the belief that schools and the university must work in partnership to implement and further develop the mentorship programme and the view that schools need to adopt a whole school approach to their involvement in initial teacher education. These findings indicate that the teachers agree with the underlying principles that guided the development of the mentorship programme in which they are involved and they are supportive of the resulting changes to school experience. (shrink)

Cilj istraživanja je utvrditi mišljenje studenata primarnog obrazovanja o obilježjima profesije. Nezavisne varijable istraživanja su trenutačna godina studija, vrsta prethodno završene srednje škole te modul/smjer koji studenti pohađaju. Istraživanje je provedeno anketnim upitnikom u akademskoj godini 2019./2020., a uzorak čine studenti/ce prve i pete godine Učiteljskog fakulteta Sveučilišta u Zagrebu. Rezultati pokazuju da studenti primarnog obrazovanja prepoznaju obilježja profesije te postojanje statistički značajne razlike s obzirom na godinu studija i vrstu prethodno završene srednje škole. In this paper, the opinion of (...) students of primary education regarding the characteristics of a profession will be determined. The aim of this research is to establish opinion of students of primary education regarding characteristics of a profession. Independent variables are current year of study, previously finished high school and module/course students take. The research was conducted with a questionnaire in the academic year 2019/2020. The sample consisted of students of the first and fifth year at the Faculty of Teacher Education, University of Zagreb. The results show that students of primary education recognize characteristics of a profession. There is a statistically significant difference between students of different years of study and with different previous education. (shrink)

This clear and user-friendly text provides practical guidance on how to incorporate citizenship into the curriculum. It offers a wealth of teaching aids including: * tried-and-tested photocopiable materials * case studies * suggested teaching strategies * comprehensive reference and resource section. Nick Clough and Cathie Holden are fully experienced in the field having both taught in primary and middle schools and both now specialise in providing citizenship education courses for trainee teachers and practising teachers. This up-to-date book will (...) help engage those teaching the new requirement of Education for Citizenship at Key Stages 2 and 3, and along with lively examples of pupils' work and discussions of the changes to the QCA guidelines regarding citizenship, they provide a comprehensive and complete resource. It is also of immense value to curriculum coordinators and to those wishing to know more about the thinking behind education for citizenship. (shrink)

Recent official publications have emphasised the need for differentiation to take place in classrooms in order to ensure that the needs of all pupils, including the more able, are met effectively. These publications list methods of differentiation which are ‘recommended’ for classroom use. This article researches the views of teachers about the value of these recommended methods of differentiation for able pupils in primary and secondary classrooms. It concludes that the teachers are more subtle in their use of the (...) methods than the official publications allow for and it suggests that no single method can be applied without understanding the context in which it is used. (shrink)

Educated Papua New Guineans’ conceptual ecologies need to accommodate competing and conflicting traditional ethnoscientific, Western religious and modern scientific paradigms. Papua New Guinea is a constitutionally self-declared ‘Christian country’ and evolution is a controversial issue. The upper secondary school biology syllabus contains a terminating unit on evolution but the curriculum is of expatriate design and the rapid localisation of senior educational positions makes the views of indigenous teaching personnel a high research priority, particularly in the light of the current upgrading (...) of secondary teacher training to degree level. This paper presents data arising from a study of trainee primary and secondary science teachers’ views towards evolution education. Primary science trainees were found to exhibit a poor awareness of the centrality of evolution to modern biology. For secondary science trainees, it was found that exposure to upper secondary school biology, in spite of adding little to students’ knowledge about evolution, was associated with their increasingly positive attitudes towards evolution education, as was the dual acceptance of evolution and religious belief. (shrink)

The concept of a comprehensive language curriculum provides an important basis for the development of student's plurilingual competence. It ensures the inclusion of all students' language skills in language education, the creation of cross-linguistic connections, and the development of language awareness and awareness of language learning. Factors that influence the implementation of this concept at the school level are, amongst others: school leadership, collaboration among school staff, appropriate teaching methods, and beliefs and attitudes of all members of the school (...) as an educational community. To determine possibilities for the implementation of comprehensive language curricula in Croatian primary schools, qualitative methods were used to investigate beliefs of language teachers, professional associates, and school principals about the development of students' plurilingual competence, as well as language teachers' teaching practice and the ways plurilingual education is supported at school level. Data analysis shows that the participants mostly have monolingual beliefs when it comes to the development of students' plurilingual competence. Also, although most teachers state that they make comparisons between languages in their teaching, a systematic cross-linguistic comparison and cooperation in the planning and implementation of language education are almost completely absent. (shrink)