Reviewing the purpose of professional experience: A case study in initial teacher education reform

Curtis, Elizabeth; Martin, Romana; Broadley, Tania

doi:10.1016/j.tate.2019.03.017

Cited by 16 publications

(6 citation statements)

References 17 publications

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“…These broader conceptualisations of classroom readiness are consistent with previous considerations of the connections between theory and practice (Jenset, Klette, and Hammerness 2018;Cohen, Hoz, and Kaplan 2013). Curtis, Martin, and Broadley (2019) argue that ITE should be based on a professional community model, grounded in reflective partnerships between universities and schools. In both the wider literature and the conceptions of Brown (2015), Larsen (2017) and Hudson et al (2021), context is a fundamental part of classroom readiness.…”

Section: Classroom Readiness As a Conceptual Frameworksupporting

confidence: 79%

“…Debates about how teacher educators 'should' be preparing classroom teachers is a recurring focus of international policy for example, in Australia (Alexander and Bourke 2021), New Zealand (Brooks 2021), the UK (Mutton, Burn, and Menter 2017;Mutton et al 2021) and the USA (Darling-Hammond 2010; Fuller and Stevenson, 2018), where policymakers have increased centralisation, with generic curricula that prescribe how preservice teachers learn to teach in practice. ITE in general, and school placements especially have been frequently (re)positioned as a technical apprenticeship, where pre-service teachers train to become teachers (Curtis, Martin, and Broadley 2019;Mutton, Burn, and Menter 2017;Mutton et al 2021). The specific focus on training, as opposed to education, has led some to argue that this limits opportunities for pre-service teachers to sufficiently integrate theory, research and practice and therefore reduces their capacity to be classroom ready (for example, Allen and Elizabeth Wright 2014).…”

Section: Classroom Readiness As a Conceptual Frameworkmentioning

confidence: 99%

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Reflecting on ’classroom readiness’ in initial teacher education in a time of global pandemic from the perspectives of eight university providers from across England, UK

Rushton

Murtagh

Ball-Smith

et al. 2022

Journal of Education for Teaching

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In the context of a decade of change and reform in Initial Teacher Education (ITE) policy making, we assess the impact of the substantial changes caused by Covid-19 affecting ITE from the perspectives of eight university providers in England. Whilst previous research has documented the impact of the first period of lockdown in the UK, initiated in March 2020, we draw on the conceptual framework of classroom readiness to consider the continued and variable disruption caused by Covid-19 on ITE programmes in England during the period September 2020 -June 2021. Through a participatory workshop, which included identifying key questions, group discussion and written reflections with teacher educators working across eight institutions, we assess the changes to preservice teacher education provision over this period, with a focus on postgraduate programmes. We identify that the nature and implementation of school visits and the role of technology and digital pedagogies are key areas of change during the pandemic period, whilst continuity in the value and strength of school and university partnerships remain. We consider the ways in which ideas of developing 'classroom readiness' have been informed and shaped through changes to teacher education brought about during the pandemic period. We argue that conceptualisations of classroom readiness need to be grounded in reflective professional learning in the context of collaborative professional communities so to enable pre-service teachers to become adaptable pastorally engaged subject specialists. We reflect on how learning from this period might be incorporated into future international ITE programmes and policy.

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Section: Classroom Readiness As a Conceptual Frameworksupporting

confidence: 79%

Section: Classroom Readiness As a Conceptual Frameworkmentioning

confidence: 99%

Reflecting on ’classroom readiness’ in initial teacher education in a time of global pandemic from the perspectives of eight university providers from across England, UK

Rushton

Murtagh

Ball-Smith

et al. 2022

Journal of Education for Teaching

View full text Add to dashboard Cite

show abstract

“…Los resultados de la mencionada evaluación generaron aportes que pueden ser utilizados para el mejoramiento de los procesos de enseñanza y aprendizaje en varios escenarios relacionados como: en las instituciones de educación superior formadoras de docentes en sus programas curriculares, en el aula de clase en relación a los procesos de enseñanza, en la comunidad educativa que se beneficia directamente, en las entidades territoriales y gubernamentales que lideran políticas públicas, y en la sociedad en general que, en definitiva, siempre debate sobre las metodologías y fines de la educación (Curtis et al, 2019).…”

Section: Introductionunclassified

Metodología de evaluación de competencias digitales en estudiantes de maestría con modalidad virtual

2021

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El objetivo de este estudio es consolidar una metodología de evaluación de competencias digitales al emplear una población de 524 estudiantes de maestría y una muestra de 222 participantes en la Universidad de Santander (Colombia). Se utilizó un instrumento de recolección de datos confiable (coeficiente alfa de Cronbach = 0.987). El enfoque es cuantitativo no experimental con alcance correlacional y momento de estudio transversal. Se aplicó un análisis estadístico descriptivo-inferencial, una prueba de correlación χ2 de Pearson y un análisis de componentes principales con pruebas KMO y Bartlett. Los resultados muestran que la relación entre el uso y conocimiento de las tecnologías de la información y comunicación (TIC) que tiene la población influye significativamente en la integración de recursos tecnológicos en la práctica docente. Se concluye que la evaluación de competencias digitales es un criterio que permite mejorar la formación pedagógica de los docentes que son estudiantes de maestría con modalidad virtual.

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“…At present, the volleyball teaching evaluation is usually in the final examination, through the final examination results of students' Volleyball learning ability and quality evaluation summary [1][2]. Volleyball teachers in the teaching process, mainly around the final examination content to teach students knowledge and skills, resulting in students learning volleyball initiative interest is not high, little interest in physical exercise, volleyball teaching activities carried out by the significance is ignored [3][4].…”

Section: Introductionmentioning

confidence: 99%

Construction and Improvement of Process Evaluation Platform in Volleyball Teacher Education Reform Based on Big Data

2021

IJBDIT

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In today's volleyball education course teaching, Using process evaluation can help students better understand their own volleyball sports ability, and process evaluation applied to volleyball teacher education reform can effectively help students build self-confidence in learning volleyball, lead students to develop interest in the process of learning volleyball, look for fun, exercise and get happy at the same time, can effectively promote students' learning Interest in volleyball education. But at present, most of the volleyball teaching in our country is still using traditional teaching methods, which has an impact on students' interest in Volleyball learning ability. The purpose of this paper is to study the process evaluation of volleyball teacher education reform under the big data, and to build and improve the process evaluation platform (PEP) of volleyball education in China. This paper starts from the theoretical research, through the use of literature review method to investigate a large number of process evaluation related literature, understand the important role of process evaluation, analyze and design process evaluation process. At the same time, it simulates the PEP to get the results of students, and makes clear that the PEP makes up for the lack of teachers' single score, which proves the importance of building a perfect PEP. Experimental research shows that 92% of volleyball teachers think that there is a lack of a complete system of volleyball teaching evaluation program in the process of teaching evaluation, 84% of volleyball teachers think that the current evaluation method still pays attention to the reward and punishment system, another 79% think that the evaluation subject is single, 86% of volleyball teachers think that the feedback effect is poor, and 75% of volleyball teachers think that the school does not pay attention to volleyball teaching. All this shows the necessity of constructing a procedural evaluation platform.

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Reviewing the purpose of professional experience: A case study in initial teacher education reform

Cited by 16 publications

References 17 publications

Reflecting on ’classroom readiness’ in initial teacher education in a time of global pandemic from the perspectives of eight university providers from across England, UK

Reflecting on ’classroom readiness’ in initial teacher education in a time of global pandemic from the perspectives of eight university providers from across England, UK

Metodología de evaluación de competencias digitales en estudiantes de maestría con modalidad virtual

Construction and Improvement of Process Evaluation Platform in Volleyball Teacher Education Reform Based on Big Data

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