Workplace Learning in Pre-service Teacher Education: An English Case Study

McNamara, Olwen; Murray, Jean; Jones, Marion

doi:10.1007/978-94-007-7826-9_11

Cited by 6 publications

(3 citation statements)

References 23 publications

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“…A strategy motivated by the desire to promote accountability while enhancing the efficiency and effectiveness of their education systems (Perryman and Calvert, 2020). Clarke (2016) links this shift with the emergent technicist approach to teaching, with teachers uncritically delivering national policy and curricula; Giroux and McLaren (1986) also outline that performative practices develop habits of "uncritical reception of received wisdom", mirroring the concept of "restricted professionality" (Hoyle and John, 1995); presenting the "teacher as craft worker" (McNamara and Murray, 2013) or as a "deliverologist" (Pring, 2012).…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

A model to support the development of professional capital in trainee teachers: a constructivist grounded theory

Cole,

Duffy

2024

JPCC

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PurposeThis paper shares findings from a constructivist grounded theory study, exploring Trainee Teachers’ perceptions of their teaching and learning experienced during university-based teacher education programmes, specifically the theoretical components. Findings led to the development of a model of program design, pedagogy and teaching strategies that were successful in creating opportunities to build Professional Capital. This paper aims to share this model, highlighting the significance of Professional Capital amidst challenges in English Teacher Education, and to suggest implications for application of the model within broader workforce development.Design/methodology/approachSemi-structured interviews were conducted with 18 trainee teachers from four English universities. To support the development of the theoretical framework, researchers employed inductive and iterative constant comparative methods aligned with constructivist grounded theory to sensitise concepts and codes, which were verified using theoretical sampling.FindingsInformed by the findings of this study, a model is presented which highlights that participants developed human, social and decisional capital during their academic programs helping them to widen their perceptions of what counts as educationally important, beyond narrow performativity measures that are pervasive in a school system. By actively adopting a transformative pedagogy and employing constructivist approaches to curriculum design and delivery, optimal learning environments for learners to build their professional capital can be provided.Practical implicationsThese findings may prove valuable to Higher Education academics as a model when designing and delivering professional, student-centred programmes. There are also implications for policymakers seeking to redesign initial teacher education towards schools-led and practice-oriented approaches, who wish to consider the perceptions, values and motivations of trainee teachers.Originality/valueThe findings highlight the significance of teacher trainees’ active engagement with academic literature and theory, in terms of contributing to the development of their professional capital, resilience and professional commitment.

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Section: Theoretical Perspectivesmentioning

confidence: 99%

A model to support the development of professional capital in trainee teachers: a constructivist grounded theory

Cole,

Duffy

2024

JPCC

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“…The mentor challenges taken-for-granted assumptions illuminates the gap between theory and practice and encourages an inquiry stance toward teaching and learning to teach (Cochran-Smith, 2005;Rogers, 2011). Functioning as a kind of teacher educator, such a role entails a kind of mediation that promotes an inquiry learning school culture (McNamara et al, 2013), whereby student teachers are open to learning from each other, seek constructive feedback from each other and are able to relate to each other critically but supportively (Buchanan and Stern, 2012). Another role is developing student teachers' ideological stances as future teacher activists.…”

Section: Mediating Professional Discourse In Communitymentioning

confidence: 99%

Mentoring a culturally diverse community of student teachers in practice teaching

Rachamim,

Orland-Barak

2023

IJMCE

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PurposeThis in-depth case study examined the mentor's role in mediating a culturally diverse community of student teachers-as-learners in the context of practice teaching in university teacher education in Israel. Specifically, it explored how the mentor's response to cultural aspects of learning to teach shaped the group's learning environment.Design/methodology/approachData collection included 23 video-recorded meetings of the learning community and semi-structured interviews with all four participants.FindingsFindings proposed six actions of the mentor that aimed at promoting an empathetic and supportive learning environment that encouraged collaborative talk around culturally diverse issues that surfaced during practice teaching. Implications for teacher education programs are presented and discussed.Practical implicationsThe study offers a practical framework of tools (or mentor actions) that can help mentors to promote social interactions in culturally diverse mentoring conversational settings.Originality/valueThe study identified six actions that can serve as tools in mediating sensitive discourse to issues of diversity in communities of culturally diverse learners.

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“…Other interesting themes included learning management systems (e.g., Nozawa, 2011;Ward & Davey, 2011;Yoon, 2012), open educational resources (Fitzgerald, 2012), translation (Liang, 2012;Yang, 2012) and plagiarism (Bensal, Miraflores, & Tan, 2012;Dodigovic, 2012). Among them, translation is a growing topic not only because of the considerable demand for translation in a world of increased international cooperation but also because of the increasing use and acceptance of online translation tools amongst language learners and teachers.…”

Section: Globalization and Localization In Callmentioning

confidence: 99%

Finding Gems in Computer-Assisted Language Learning

Son

Rossade

2013

International Journal of Computer-Assisted Language Learning and Teaching

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A large number of papers on computer-assisted language learning (CALL) are presented at international conferences such as the Globalization and Localization in Computer-Assisted Language Learning (GLoCALL) conference every year. Considering that diverse and innovative ways of using CALL technologies and techniques are reported through the papers, it should be meaningful to have a close look at them in order to see the flow of the development of CALL. This article attempts to explore some emerging trends, issues and topics discussed in the field of CALL by looking at papers presented at the GLoCALL 2011 and GLoCALL 2012 conferences and describing three papers selected for this Special Issue from the two conferences. It serves as an introduction to the Special Issue and an invitation to CALL researchers and practitioners to participate in finding real gems in CALL.

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Workplace Learning in Pre-service Teacher Education: An English Case Study

Cited by 6 publications

References 23 publications

A model to support the development of professional capital in trainee teachers: a constructivist grounded theory

A model to support the development of professional capital in trainee teachers: a constructivist grounded theory

Mentoring a culturally diverse community of student teachers in practice teaching

Finding Gems in Computer-Assisted Language Learning

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