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This study was concerned with the pre-service training of teachers. In particular, two questions were addressed: (i) Could teachers be trained in techniques of questioning? (ii) Would the increased use of higher-order questions enhance creativity in pupils? First, two experimental groups of student-teachers received training in questioning by means of either microteaching (N = 14) or protocol materials (N = 14). A control group (N = 20) received no specific training. The mean post-test scores on questioning techniques for both experimental groups were significantly higher than that of the control group. Secondly, the students of both experimental groups undertook a teaching practice of six weeks in junior school classes. Pupils were assessed on creative thinking at the start and at the end of the teaching practice (Torrance Tests of Creative Thinking, Verbal Forms A and B). Transcripts of 30-minute discussion lessons were used to categorise student-teachers' oral questions, and an analysis of the classroom tests given by them provided data on the extent and type of written questions posed during the teaching practice. Changes in the mean creative thinking scores of each class of pupils were related to (a) mode of student-teacher training: microteaching or protocol materials, (b) use of higher-order oral questions, (c) use of higher-order written questions, and (d) student-teachers' creative thinking scores. Those classes with significant mean gains in creative thinking scores did not appear to be accounted for by a significant difference in favour of either mode of student-teacher training, or incidence of higher-order oral or written questions. In the significant gain classes, however, student-techer originality and (to a lesser degree) total creative thinking scores were significantly superior to those of student-teachers with non-significant gain classes. Conclusions are drawn from these findings, and possible implications for pre-service teacher education are suggested and discussed.

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This study is distinctive in its origins, its methodology, and in its theoretical approaches and outcomes. The aim of the work was to analyse student teachers' learning in the online components of an initial teacher education course, the PGCE in Geography at the University of Ulster. The author of the research is the Course Director of this programme. Her research topic is specifically related to her role. It has provided her with an opportunity to take timely advantage of favourable local infrastructural provision and policies in Northern Ireland. These have ensured both technological provision and high-level organisational support for e-Iearning in initial teacher education. In constructing the methodology the researcher has combined conventional research techniques, such as focus groups, with the panoptical tools of the VLE, such as tracking data. The process of formative dissemination has also been part of the methodology. Both case study evidence and learning theory (Community of Practice theory and Communal Constructivism) have been combined to produce an original model of student teachers' learning within a Professional Online District (POD). The most distinctive feature of the POD Model is the learning-curriculum dichotomy which recognises the potential of a VLE as a venue in which student teachers, working together in a Community of Practice, construct their own curriculum, both formal and informal/'hidden'. In addition, the study identified key technological barriers to learning relating to both connectivity and functionality. The student teachers also highlighted three other key issues which affected their learning: candour in online reflections, whether their work online should be compulsory and whether or not it should be assessed. The study's recommendations relate to both infrastructure and policy and to teaching, learning and research. They include: (a) The development of an advisory role for student teachers in the future development of Learning NI, and (b) The need for further research into the wider applicability of the POD Model, particularly in relation to creating continuity across the three phases of early teacher education.

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No description available.

This thesis investigates mathematics teacher professional development in a cross-school and cross-phase (elementary and high school) collaboration. The work is motivated by the fact that, currently, most teacher collaboration in England takes place within one school or department. Of the small number of collaborations that do extend beyond a single school, few involve teachers from different phases, and even fewer involve planning lessons together, observing and jointly reflecting on teaching practice. The cross-phase, cross-school setting additionally gives the potential for technology to play a major part in connecting teachers through technologies such as videoconferencing, video recordings of lessons, and on-line workspaces and communication. The research, which used qualitative methods, is a longitudinal case study of two cross-phase and cross-school teacher pairs collaboratively learning a new mathematics software for use in their teaching. One pair of teachers had previously worked with each other and one pair was created for the research project. The findings show that, while participating teachers were motivated to learn about new technologies to use for teaching, they were less interested in using technology for the purpose of collaboration. This is explained by a teaching culture in which experienced teachers expect to plan lessons individually and lesson observation is seen as a means of performance management. At the same time, there is evidence that the type of collaboration that did occur provides valuable opportunities for professional development. This development is not only in terms of the expected outcomes of the teacher collaboration in learning new technology for use in the teaching and learning of mathematics, but development which occurred through unanticipated opportunities which the collaboration gave rise to

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No description available.

This research explores an "experienced problem" (Coghlan & Pedler, 2006: 129) of an unhelpful polarity between knowledge and skill in English post- compulsory education and training (peET). I developed a model of knowing designed to promote an alternative conceptualisation, predicated on three dimensions of width, depth and materiality; and the dynamic relationship between knowledge of and skills in. This research set out to operationalise the model in a real context and explore its potential. The research participants occupied the dual role of PCET teachers and HE learners. They were students on one of two (in-service) Higher Education courses: a Diploma in Teaching in the Lifelong Learning Sector (OTLLS) or a BA (Hons) PCET. Real problems/issues relating to professional practice were explored, using my model as a stimulus for reflecting on how training PCET practitioners think about knowing. I chose a praxeological research approach (Coghlan & Pedler, 2006: 132) of constructivist grounded theory methodology supported by the principles of action learning. This approach both enabled practitioners to engage collaboratively and reflexively with my model, and also allowed me to develop a critical understanding of their engagement. I found that practitioners were impelled to re-interpret my model through a binary lens, and a knowledge:skill dualism was reproduced in their engagement. The resultant (substantive) grounded theory framework accounts for the three types of professional analytic behaviour demonstrated by practitioners when asked to think about knowing: indicative, performative and summative analysis. This research makes an original contribution in three ways: i) a model of knowing based on three dimensions of width, depth and materiality; ii) a new methodological praxeology of constructivist grounded theory supported by the principles of action learning; and iii) a theorised explanation of how those occupying a dual role of (PCET) teacher and (HE) learner think about knowing.