Improving Workplace Learning in Teacher Education

Murray, Jean; McNamara, Olwen; Jones, Marion

doi:10.1007/978-94-007-7826-9_17

Cited by 4 publications

(6 citation statements)

References 21 publications

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“…As mentioned at the beginning of this paper, workplace learning is an important aspect of teacher education, both for pre-service and in-service education. In this paper, the findings have shown that the idea, which Murray et al (2014) strongly argue for, of spending more time in the placements does not necessarily equate to better quality learning for these student teachers. argue that such constructions of teachers' learning proposes a superficial linear process of improvement, and a simplistic view of the relationship between the narrow constructions of practice and students' learning.…”

Section: Reconceptualising Workplace Learning For Inservice Teacher Ementioning

confidence: 74%

“…argue that such constructions of teachers' learning proposes a superficial linear process of improvement, and a simplistic view of the relationship between the narrow constructions of practice and students' learning. Murray et al (2014) then argue for a different construction of workplace learning which mirrors those of Engestrom's (2001) expansive theory as learning is complex, changeable, unpredictable, and expansive in nature.…”

Section: Reconceptualising Workplace Learning For Inservice Teacher Ementioning

confidence: 99%

“…Murray et al, 2014) that workplace learning for pre-service and in-service student teachers needs to move beyond training modes of apprenticeship and transmission models. On the other hand, the organisational structures in most colleges or placements, which frame the learning environment for teachers, should place emphasis on the benefits of creating expansive learning environments.…”

Section: Conclusion : Improving the Workplace Learning Of Student Teamentioning

confidence: 99%

See 2 more Smart Citations

Student vocational teachers: the significance of individual positions in workplace learning

Goh

Zukas

2016

Journal of Vocational Education & Training

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In most Initial Teacher Preparation (ITP) programmes, learning in teaching placements is considered to be an important component for providing workplace learning experiences to develop the skills of being a teacher. This paper is based on a bigger qualitative study which explored the learning experiences of a group of in-service student vocational teachers prior to and during their one-year ITP programme in Brunei. The study examined these student teachers' dispositions to learning as revealed through their experiences on different placements during their training. The findings of this paper highlight the importance of the student vocational teachers' roles and positions relative to their teaching placements. Theoretically, the findings also extend Bourdieu's thinking, where existing cultural capital in the form of subject knowledge which is valued in one context does not necessarily help the learning of individuals in becoming a vocational teacher in another context. In addition, the paper argues for a need to reconceptualise in-service teacher education, more specifically, the workplace learning aspect. Lastly, it concludes with recommendations to support these student teachers in their placements through creating more expansive learning environments.

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Section: Reconceptualising Workplace Learning For Inservice Teacher Ementioning

confidence: 74%

Section: Reconceptualising Workplace Learning For Inservice Teacher Ementioning

confidence: 99%

Section: Conclusion : Improving the Workplace Learning Of Student Teamentioning

confidence: 99%

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Student vocational teachers: the significance of individual positions in workplace learning

Goh

Zukas

2016

Journal of Vocational Education & Training

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“…Mentoring relationships have been associated with improvements in academic performance, school attendance and a positive self-satisfaction. 6 Thus, we felt the need for such mentoring sessions to be essential to Child A's development.…”

Section: Discussionmentioning

confidence: 99%

The affect of mentoring on academic achievement in a child with attention-defi cit hyperactivity disorder: Case study

Alomar¹

2014

J Young Pharm.

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Attention-defi cit hyperactivity disorder (ADHD) is a syndrome of hyperactivity, inattention, and impulsivity. ADHD is defi ned as a neurobehavioral developmental disorder, which is characterized by the presence of both attention problems and hyperactivity. Sources have estimated that ADHD affects approximately 5-15% of school aged children. Unfortunately, traditional classrooms and academic activities often make the symptoms and signs worse in children with untreated or improperly treated ADHD. There may be persistent social and emotional adjustment problems. With an increase in age and the obvious display of symptoms, children are often poorly accepted by peers and loneliness and isolation increases. Child A was a hyperactive student prone to sudden outbursts in class exacerbated by a lack of attention. This behavior needed rectifying, and techniques used were seating the student in close proximity to the teacher, rewarding appropriate behavior and showing the student how to gain other's attention appropriately. He was also given one-to-one mentoring sessions with his teacher in order to encourage the child and to determine any problems or issues he had and then attempt to rectify them. These techniques when used with Child A showed positive effects in improving his overall behavior. Child A was not receiving any medications, so the mentoring sessions alone can be credited with his improved behavior and performance. ADHD can have serious affects on a child's social and academic development. There is a serious need for intervention in order to try to overcome these developmental obstacles. Further study, involving the use of other cognitivebehavioral techniques is recommended.Key words: Attention-defi cit hyperactivity disorder, behavioral, child, cognitive therapy, hyperactivity ADHD is defi ned as a neurobehavioral developmental disorder, which is characterized by the presence of both attention problems and hyperactivity. Approximately, 20-60% of children with ADHD experience learning disabilities; however, some degree of school dysfunction also occurs in most children with ADHD. Research has shown that approximately one-third of children with ADHD have some degree of learning disabilities.2 It is also evident that the behavioral history of a child can show a low frustration tolerance, aggressiveness, opposition, temper tantrums, poor social skills, and peer relationships.

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“…The notion of a "neutral space" (Murray et al, 2014) or "third space" is a helpful heuristic to guide the development of a collaborative relationship between the teacher education institution and the school. Zeichner (2010, 92) says third space thinking promotes "the integration of what are often seen as competing discourses in new ways-an either/or perspective is transformed into a both/also point of view."…”

Section: Integrating a School Into A Teacher Education Programmentioning

confidence: 99%

A University and School Working in Partnership to Develop Professional Practice Knowledge for Teaching

2019

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The article reports on the University of Johannesburg's (UJ) efforts at offering a practice-based teacher education program in partnership with a university-affiliated school (a "teaching school") with a view to developing inquiry-oriented novice teachers. The research aimed at exploring what it takes to develop a "learningplace" (Conway et al., 2014) conducive to student teachers' development of professional practice knowledge and the role of mentoring in this regard. A two-phase process of generating data was used. In the first phase, the published research on the university-affiliated school was analyzed, using qualitative content analysis to look for patterns across the historical unfolding of the findings of these papers. In phase two a questionnaire was administered involving final year student teachers in the teacher education program. The research shows that a teaching school, if integrated into the program design and delivery, provides a rich practice learning site for student teachers. In addition, mentoring in cognitive apprenticeship mode could indeed be a powerful contributor to student teachers' professional development. However, the overall programme design is decisive. The preparation of teachers with strong professional practice knowledge requires attention to four interrelated aspects of program design, namely program identity, organizational structures, curriculum, and teacher education pedagogy. Addressing these aspects in an integrated manner would be difficult without working closely with one or more partnership schools.

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Improving Workplace Learning in Teacher Education

Cited by 4 publications

References 21 publications

Student vocational teachers: the significance of individual positions in workplace learning

Student vocational teachers: the significance of individual positions in workplace learning

The affect of mentoring on academic achievement in a child with attention-defi cit hyperactivity disorder: Case study

A University and School Working in Partnership to Develop Professional Practice Knowledge for Teaching

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