M.Ed. (Education) / Please refer to full text to view abstract

Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains ix, 202 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 127-140).

Policy trends in initial teacher training (ITT) in England have increasingly located training in schools, where trainee teachers are supported by practicing teachers designated as ‘mentors’. The nature of the mentoring that trainee teachers experience has been shown to be of critical importance, both to outcomes in the initial training period and also in terms of teachers’ professional identity construction and retention within the profession. School-based mentoring has been typically characterised, however, as of variable or inconsistent quality. Teach First is a teacher training programme with a number of features which set it apart from other routes into teaching. Teach First grows from and sits within the contemporary policy landscape of teacher training; the programme has a distinctive identity and is the focus of significant interest in the education sector in England and beyond. Teach First is an employment-based training programme and Teach First trainees are mentored by teachers as they work and train in schools; trainees also receive periodic support from tutors based in higher education training providers. This study takes Teach First as a case study and adopts a mixed-methods approach, including both quantitative and qualitative analysis where appropriate. Empirical data is drawn from a multi-layered programme of surveys, focus group discussions and interviews. The study explores how those involved in Teach First mentoring conceptualize the process and how they perceive their role in supporting it. In addition, the study considers the extent to which Teach First mentoring can be considered distinctive. The thesis presents a framework for understanding the mentoring process which is based on an extension of relevant theories of learning and models of mentoring. Empirical findings from the data lead to two propositions: firstly, that the mentoring process in initial teacher training is based on a triadic relationship, in which the relationship between supporters of mentoring is particularly important to its efficacy; secondly, that there is no programme-wide model for Teach First mentoring and, as a consequence, the distinctiveness of the Teach First programme is attenuated by the school-based mentoring process. This latter point has implications for both the nascent identity construction of Teach First teachers and also for how Teach First is perceived in relation to more mainstream teacher training programmes.

This thesis grew out of a concern shared by others that, in an era in which teacher educators are required to place increasing faith in the utility and objectivity of ideal end-of-training competencies, ‘the messiness, muddle and ambivalence that education is always and inevitably heir to’ (Bainbridge and West, 2012, p.5) and the consequent complexity that typifies student experiences as they learn to teach and make their subsequent transition into teaching, can be too readily ignored. Drawing on extensive data from interviews, research participant’s self-writing and their contributions to on-line forums, the experiences of two trainees as they make such a transition into and through their first year of teaching is examined in detail. As an experienced educator the author makes use of an auto/biographical approach in which aspects of his personal life history are acknowledged both as sources of insight but also as sites of my partiality. The importance of key incidents and individuals in my own development are acknowledged and in so doing, I recognise both the manner in which the familiarity of past experiences can provide a source of insight, but may equally act to shape or stifle alternate stories. A range of ‘critical friends’ are used to aid my analysis and to chart both the trainee’s transition to teacher and my own transition to that of auto/biographical researcher. Bourdieu and Brookfield provide a starting point for an examination of the participants’ reported experiences and the contexts in which they work. Turkle points towards an understanding of the online world where identities can be created, played with and critically evaluated. Mezirow and Dirkx provide contrasting views of what it means to be a transformational learner whilst Goodson and West support my development towards that of a researcher, whose fascination with the individual stories of the students with which I have worked provided the starting point for the research. As the thesis ends, the shades of friends return to remind this researcher that it was the experiences of the participants which resonated with, but did not mirror my own. For, whilst the boundaries between individuals is at all times honoured, it is in the shared boundaries that we meet and our mutual human dependency is framed. Reference Bainbridge, A. & West, L. 2012. Psychoanalysis and education: Minding a gap. London, Karnac Books.

The topic of this thesis is initial teacher education (ITE) pedagogy, exploring the nature of teaching and learning about teaching (or ‘meta-teaching’), and how teacher educators in English universities translate this into practice. Its purpose was to gain an appreciation of teacher educators’ pedagogical practice beyond their first three years in the role: not just how, but why they teach student teachers in a particular way, and to observe what this looks like in practice. A collective case study approach was taken, involving four participants working in four geographically distanced universities. The methods consisted of a semi-structured interview, videoed observation of a teaching session, and a stimulated recall interview which was led by the participant whilst co-viewing the video. Analysis of the data revealed that, whilst the meta-pedagogical practice appeared to have individual drivers for each of the participants, there could be potential inhibitors to developing a distinct pedagogy of ITE which are inherent in the teacher educators’ experience and practical wisdom accumulated as school teachers. These may hinder teacher educators’ engagement with a theoretically underpinned knowledge base for their pedagogical practice. The similarities and differences in meta-pedagogical practice were explored using Bourdieusian concepts of developing habitus in the new field, leading to expanding cultural capital. It is argued that distinct drivers for the participants’ respective practices impacted upon the development of first to second order habitus. A continued focus on (curriculum) subject knowledge or on passing on the craft knowledge of (school) teaching was shown to be located in first order practice, whereas a focus on developing meta-pedagogical understandings allowed for an expanding habitus, and thus to the potential for increased cultural capital – both for themselves as individuals, and for the occupational group of teacher educators. Whilst a deep-seated sense of teacher professional identity may help to bridge the two (sub-)fields, it appeared that an accepted body of knowledge based on theoretical underpinnings could distinguish this group and enhance their cultural capital. In light of this, the role of episteme and phronesis were explored as enablers of the development of a shared meta-pedagogy. By illuminating current meta-pedagogical understandings and practice, the study aims to feed into a wider debate on teaching and learning to teach, at a time when ITE in England is in a state of flux and the future of university-based programmes – as well as university involvement in school-based programmes – is under threat. It is argued that, not only would it be possible to accelerate the process of teacher educators developing their meta-pedagogical practice through exploration of the theoretical perspectives, but that this has the potential to underline and reinforce the distinction between university- and school-led ITE in uncertain times.

This thesis explores the development of the thinking and practice of beginning and early career teachers in relation to pupil behaviour through the examination of questionnaire data from two surveys conducted with a PGCE cohort and case study data gathered through a sequence of interviews with seven teachers from this group during their first three years as qualified teachers. It draws on literature to critically examine the established discourse of pupil behaviour as a problem in schools, the management of behaviour as a concern for beginning teachers and the preparation provided by Initial Teacher Training in this area as insufficient. Attention is also given to prevailing approaches to behaviour described in literature that might represent the knowledge base for improved training in relation to behaviour management. The questionnaire data presented a picture of the cohort as prepared in relation to pupil behaviour and realistic in their views on the types of behaviour that they would encounter most frequently. There was a clear perception that the most valuable learning about behaviour took place in schools. The data collected from the case study participants suggested that learning about behaviour continued to be based on their own direct experience of teaching, formal and informal advice from colleagues and formal and informal opportunities to observe others’ practice. The implication is that development in relation to behaviour is very parochial, with few influences external to the school. This, coupled with a general antipathy towards anything construed as theoretical, suggests the development of beginning teachers’ thinking and practice in relation to behaviour is based upon very few reference points beyond that which is available in the school and the individual’s general dispositions, preconceptions, concerns and perceptions. Attempts to address perceived issues regarding the preparation of beginning teachers has tended to focus on the content dimension, typically defined as knowledge, skills and understanding. This thesis puts forward the view that, whilst there is valuable work to be done in attempting to define what content represents a useful grounding for the beginning teacher, there needs to be greater attention paid to the influence of the individual and the context in which they are placed. This might be achieved by reconceptualising the development of the thinking and practice of beginning and early career teachers in relation to pupil behaviour as an interaction between the content dimension, the individual and the context.

The extent to which participation in research is seen as an essential part of Initial Teacher Education programmes is very variable across time and institutions. Where it is a necessary part of the programme, student teachers are expected to engage in classroom enquiry and this is considered beneficial for them, the schools involved and to others more widely. This thesis explores student teacher research as knowledge creation, how the knowledge created by examples of the University of Sussex PGCE Special Study was used by the students, their school-based mentors and professional tutors and what effect this had on the culture of the schools. The research is presented through multiple embedded case studies derived from interviews with three participants in each of three schools: a student teacher researcher, their departmental mentor and the professional tutor. These are discussed through a micro-political lens by cross-section according to their collective role and holistically in relation to each school case. This analysis is further developed using a Bourdieusian analysis to support an understanding of how participants used the Special Studies to further their individual interests. The place of student research in the contested field of national initial teacher education policy is also discussed in order to highlight conflicted constructs of teacher professionalism. The ‘insider-outsider' binary is explored throughout the thesis and is reflected in its iterative methodology, types of knowledge, models of research, communities of practice and the researcher's own biography. Conflict and disruption are reviewed as offering creative potential and it is proposed that student teachers and their research are uniquely positioned to constitute a hybrid ‘semi-insider/outsider'. It is argued that by occupying this mid-space they can make a unique contribution to their school communities and the professional knowledge of teachers. However, the extent to which this takes place will depend on the potential that agents see for student research to further their own positional interests in a contested field. The thesis concludes that research projects can not only prepare student teachers for a research-active model of teacher professionalism, but also allow them to make an important contribution to partnership schools.

This research focused on achieving greater understanding of the teaching of speaking within modern foreign languages (MFL) and of Initial Teacher Education (ITE). It is a case study with elements of action research, including an intervention in my own practice and in two classrooms. However, the intervention was not the sole or primary or focus of the research. As a practitioner researcher, my aim was to generate knowledge which might improve practice in schools but could also be applied to my own practice. The thesis addresses the research questions: To what extent can focused Initial Teacher Education improve speaking skills in secondary Modern Foreign Language classrooms? How do MFL trainees and secondary school students experience the teaching of speaking skills? How do trainees plan for input and practice, including target language? To what extent is MFL subject-specific pedagogic knowledge valued and utilised in secondary schools? The research consisted of three elements: First a study of three cohorts' work in the ITE MFL course, including documents generated by the trainees supplemented by group interviews with the trainees. Second, a study of an intervention within the ITE MFL course, involving changes to its curriculum, pedagogy and assessment which were intended to raise the profile of speaking in trainees' preparation for classroom practice. Third, a study of a classroom intervention in which two trainees prepared and conducted a group talk activity with their Year 8 classes. The lessons and students' comments on speaking in MFL lessons were recorded and analysed. The over-arching theoretical framework of the thesis was pragmatism, drawing on the work of Biesta (2010) and Dewey (1936), and the analytical framework was based on Engeström's (2007) Activity Theory. The data were analysed thematically as part of Quantitative Content Analysis (Silverman, 2011). Students' language during the classroom intervention was analysed using Halliday's (1973) linguistic functions and Ellis' (2005) principles of instructed language learning were used as an evaluative framework for trainees' lesson plans. The literature review compares key elements of both the Key Stage Three Framework for MFL and the GCSE assessment framework for speaking in MFL with theories of second language acquisition. The data analysis suggests that subject-specific pedagogy is dominated by generic pedagogy in trainees' academic writing and in their feedback from school-based subject mentors. This is attributed, in part, to an over-emphasis on measurable outcomes in current objectives-based educational policies. The qualified success of the group talk intervention suggests that incorporating a task-based language teaching approach into school schemes of work would be beneficial, accommodating the meta-cognitive benefits of assessment for learning within an established model of language teaching. An analysis of the Initial Teacher Education partnership using Activity Theory indicates that structural constraints allow limited scope for innovation in the classroom practice of either teachers or trainees. Students expressed anxiety about making errors and appearing foolish to their peers. However, trainees also commented that teachers' anxieties about poor behaviour prevented them conducting pair work or small group work with some of their classes. In conclusion, using wider professional content knowledge could avoid an over-emphasis on short-term performance goals when complying with policy initiatives and external assessment frameworks concerning linguistic and professional knowledge. Trainees need to “fit in” with the culture of the host department by adopting its rules and tools but changes in the division of labour to allow increased collaborative work including trainees, mentors and tutors could support innovation. MFL pedagogy should provide sufficient input for the foreign language to be learned, thus enabling speaking in the target language, rather than using speaking as an aspect of performativity.

Following an action research framework, my research investigates professional development for English Language teachers in the Arab World, who are non-native speakers of English themselves. The thesis has five chapters: Literature Review, Critical Contexts, Methodology of the Study, Data Analysis and Presentation, and finally the Discussion and Findings of the research. The Literature Review covers works relevant to the area of the study in relation to existing teacher practices, teacher effectiveness and current professional development opportunities. The second chapter presents some critical contexts of the study; the researcher's personal and professional contexts, and the research sites. These provide accounts of the researcher's background as an English language teacher, trainer and researcher. This section clarifies the need for focused research in the area of professional development of English language teachers. The next section provides an overview of the United Arab Emirates, teaching population and study sample. After reviewing a range of educational research methodologies, the Methodology of the Study explains why Action Research was found to be the most appropriate framework for the project, and most particularly the Deakin participatory action research approach. Characteristics of the research population and study sample are then discussed. Thereafter, the data collection instruments (needs assessment questionnaires, interviews, observation checklists, discussions, feedback forms and documents) are discussed in relation to their role and purposes in the study. The chapter concludes by outlining the research phases, intervention strategy and the ethical dimensions of the study, particularly in relation to researcher identity and power relations. The Data Analysis and Presentation chapter focuses on summarising the data and identifying the general themes and clusters to be addressed by the interventions. The thesis concludes with the Discussion and Findings of the research. This final chapter covers the design and operation of the first and second interventions. It also aims to evaluate the effectiveness of the action research framework. This is followed by the research statement and discussion of the main findings, particularly how the findings of the research have affected the decision making policy in the professional development of teachers working for the UAE Ministry of Education. The findings of the research section also provides recommendations for policy and practice.

There is a growing body of research that suggests that participating in collaborative, long-term continuing professional development (CPD) is the most effective type of CPD for teachers. An example of such CPD is a teacher learning community (TLC) where a group of teachers work together in school to discuss pedagogy and practice, observe each other in the classroom and feedback, all of this is done with the intention of improving student outcomes. This case study follows 12 teachers and their experience of a TLC over one academic year at a secondary school in south east England. The focus of the case study was to find out how teachers learn in a TLC, how the TLC contributes to their professional learning, what are the outcomes of the TLC, the essential elements plus the strengths and limitations of the TLC and finally, what elements of a TLC and teacher learning from this project might be transferable to other schools. As an insider-researcher and member of the Senior Leadership Team, I collected qualitative data to uncover what goes on within the TLC and beyond it in order to understand how teachers learn in a TLC. The data sets consisted of ethnographic participant-observer notes, before and after interviews with five teacher participants, survey data and also interviews with teachers who had taken part in TLCs that had run in previous academic years. Key contributions to knowledge are that teachers learnt through key processes of discussion, experimentation, reflection, and observation; the combination of these dimensions for some teachers also led to the development of metacognitive skills. Furthermore, learning in a TLC and the development of these metacognitive skills take a significant amount of time to develop. A further contribution to knowledge is that TLCs also contribute to the emotional well-being of teachers providing support and encouragement which is much needed in a wider national and international culture of accountability and performance related pay. The main barriers to learning in the TLC were generally related to a lack of time to carry out observations and engage in the related processes. I conclude that TLCs have a positive impact on teachers and the school in a variety of ways, which leaves key decisions for Headteachers and policy makers: how can long-term collaborative CPD be supported and funded in schools and what cultural and financial shifts are required to enable all teachers to have the opportunities to participate in them.