Master's thesis. / Format: PDF. Bibl.

This research examines the relationship between primary postgraduate (PGCE) students’ conceptions of geography, knowledge and pedagogy and their development as teachers of primary geography over two years – the primary PGCE course and the first year of teaching. The methodology is essentially qualitative and based on the principles of grounded theory. Personal Construct Theory (PCT) has also informed the choice of research techniques, PCT being seen to be appropriate for a research project that aims to access and therefore examine a range of alternative constructions. Concept mapping was used at the beginning and end of the geography component of a PGCE Primary course to elicit all students’ conceptions of geography, teaching and learning. Analysis of the concept maps from the whole cohort (n=79) show that primary students’ conceptions of geography are generally rather simplistic and reflective of the descriptive-rich and scientific persuasions identified by Barratt Hacking (1996). Only a few students’ maps reflected environmental or humanistic/welfare persuasions. The concepts maps were also sorted into four categories from most sophisticated to least sophisticated conceptions of geography. It was noted that of the eight students in category one (most sophisticated) only one had a geography degree. A sample of 11 students was then interviewed (using a stimulated recall technique (Calderhead 1986)) about their conceptions using the elicitation data as a stimulus for the discussion. This enabled the researcher to both probe students’ conceptions in greater depth, and to validate initial analysis of the elicitation data. Finally, three students – one a geographer (with a geography degree) and the others non-geographers – were observed teaching geography and interviewed directly after the observations on three occasions over the two years. A coding system was developed from all the data, and was then used to analyse the interviews using Microsoft Word index and cross-referencing functions. These analyses, along with elicitation data, formed the basis of case studies of the development of three students as geography teachers over two years. A model for beginning teacher development in the field of primary geography is then proposed.  The model emerged from interpreting and synthesising the evidence from the three case studies, and through the use of the constant comparison technique (Strauss & Corbin, 1998). The model is applied to the series of lessons observed for each case study providing an overview of their development as teachers of primary geography. Comparison of the three cases over two years shows some startling similarities as well as some differences in their development. It seems that each of them, whether they held a geography degree or not, discounted the geographical knowledge they have gained from life experiences as a valuable base to work from, despite the relevance of this knowledge to their teaching. It also seems that each of them, when observed during their PGCE course, were most likely to draw on their memory of geography lessons from when they were a pupil as a model to inform their teaching. As the two years progressed, and their pedagogical knowledge developed, they began to replace these early experiences with ones more suited to effective teaching – that is, their more recent experiences as teachers.  Of the three beginning teachers, only David, who had a geography degree, developed to become an effective geography teacher during the research period. However, it is considered that, for the majority of primary teachers, the most that can be expected is that they will develop into effective teachers of primary geography because it is unlikely that they would have opportunities to develop the depth of subject knowledge required to be an effective geography teacher. The thesis concludes by offering some thoughts for the development of primary geographical education. It proposes that primary geography could be usefully conceptualised as ‘everyday’, or ‘ethno-‘geography, that is a geography that recognises and seeks to address the ‘false split between practical, everyday knowledge and abstract, theoretical knowledge’ (Frankenstein & Powell, 1994). This is a geography that explicitly values the geographical knowledge that we all build up from everyday experiences in the world and that, in conjunction with the development of a geographical imagination, might form the basis of a primary geography framework.

This study examines four aspects of teaching Chinese in English primary schools – participants’ motivations, teachers’ backgrounds and subject knowledge, the teaching of Chinese and participants’ experience – and potential relationships between them. Building on a previous survey of Chinese teaching in English primary schools (CILT 2007), it provides a more detailed picture of teaching and learning Chinese and has important implications for practitioners and policy makers. Five case studies were conducted in four English primary schools to investigate the teaching and learning of Chinese. Mixed methods were used to collect data, including a structured questionnaire, semi-structured interviews, lesson observations and field notes. The findings suggest strong relationships between teachers’ backgrounds and their subject knowledge. These impact upon their teaching as a result of their priorities and preferences in teaching Chinese pinyin, characters, culture and language. This study identifies gaps in different aspects of teachers’ subject knowledge, informing government that the training of future teachers of Chinese should involve either training English primary class teachers in Chinese or equipping Chinese heritage teachers with primary pedagogical skills. Pupils’ motivations and experience suggest that the former may be more successful, as teachers’ pedagogy seems to outweigh their knowledge of Chinese in motivating and maintaining pupils’ interest. The content of Chinese teaching is unregulated and hotly debated. Pupils’ opinions and experiences of very different teaching styles suggest that Chinese culture and written characters should be included in teaching Chinese. However, this finding has implications for teacher training and pupil study practices. In addition, this study suggests that pupil expectations constrain teachers’ teaching, and that head teachers play a very important role in the development of Chinese teaching in schools. This study informs government that there is an urgent demand for appropriate guidance for primary teachers of Chinese, as current governmental guidelines are unsuitable for and unused by teachers.

Globalisation along with dramatic increases in immigration, have led to increased levels of diversification in modern societies. The rapid change of the Cypriot society to a multicultural and multilingual one has resulted in the presence of a multitude of additional languages in Cypriot primary classrooms, reinforcing the concern for the education of pupils whose first language is other than the dominant language of the country. As a primary school teacher I am concerned in developing an effective pedagogy that can support these pupils’ additional language learning. Thus, the specific action research project at the heart of this research examines how educational drama can be used to facilitate the acquisition of Greek as an additional language by ethnic minority pupils in a Cypriot primary classroom. Throughout this thesis language learning is understood as a social construct, a continual, negotiated exchange of meanings, between the child and the environment, drawing on social theories of language that stress the overarching importance of cultural and social interactions for second language learning. Guided by theory, this research argues for the inter-relationship between social and linguistic processes and how specific drama strategies enable both one and the other. Evidence from this research suggests that a dramatic context that reflects the cultural and linguistic diversity of the classroom has a positive effect in GAL students’ affective variables, and particularly the socio-cultural factors and the personal variables within oneself, as well as the affect on L2 learning of the reflection of that self to other people. Illustrative drama schemes, developed throughout the project, together with concrete examples of children’s work are provided to represent more clearly how living contexts and fictitious worlds can be created within which the different functions of language can be identified and developed. At the same time unconventional and anxiety-reducing strategies for assessing second language learning are presented.

This thesis is an exploratory study that examines the potentiality of teaching phonological awareness, which is a precursor to early reading development in English, in conjunction with letter and simple word reading instruction in Japanese elementary school English education. It is an attempt to answer a question of how letters could be introduced into it without placing too much burden on children. Comprehensive literature review argues that learning to read English requires multiple levels of phonological awareness which Japanese children seem unlikely to develop fully in their L1 acquisition, and that a more enhanced outcome of instruction would be achieved if phonological awareness is taught together with letters and applied for early reading. Two main tools are adopted in this study. The questionnaire survey for 398 elementary school teachers elucidates not only the current elementary school practices but also their beliefs and principles in terms of letter and early reading instruction, both of which are essential for understanding the field but very few studies have investigated: Many teachers present children with letters in English classes but the focused instruction of letters or early reading tends to be avoided considering possible demand for children or due to the teachers’ lack of knowledge and skills for teaching them. Furthermore, from the discussion of the both qualitative observation and qualitative assessment data obtained through the intervention in a Japanese elementary school, the following is revealed: (1) The children show L1-specific characteristics in phonological processing of English such as adding a vowel after a consonant or segmenting after a consonant-vowel combination. (2) The difficulty of phonological awareness tasks for them was slightly different from that for English-speaking counterparts. (3) The children could develop the higher-level phonological awareness skills such as phoneme deletion and substitution through the instruction and have favourable attitude toward it. Thus, this study demonstrated the teachability of phonological awareness and its learnability for Japanese children as well as its importance in English reading acquisition. Finally, some implications not only for classroom practices but also for teacher training are drawn suggesting the necessity of future introduction of it with letters and early reading into Japanese elementary school English classrooms.

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The aim of this study was to explore how teachers use language in Chichewa medium and English medium mathematics teaching in standards 3 and 4 of selected primary schools in Zomba, Malawi. Chichewa is a local and national language whereas English is a foreign language yet the official language in Malawi. Chichewa is a language of instruction in standards 1to 4 whereas English is used from standard 5. Both Chichewa and English are subjects of study from standard 1. Issues investigated included: teacher understanding of the use of Chichewa or English in mathematics teaching; teachers' knowledge and use of mathematics vocabulary in Chichewa and in English; and teacher use of language in mathematics lessons. In this thesis, I develop a sociolinguistic approach to a study of teachers' perceptions and uses of language in mathematics teaching. I demonstrate how we can represent these perceptual structures using sociolinguistic tools and principles, which I use to study how 40 mathematics teachers linguistically organise and structure their teaching of mathematics. I adopt the position that teaching is fundamentally a language activity based on classroom communication activities which are fundamentally sociolinguistic in character, that sociolinguistic structures are dynamic and rational, yet exhibit a level of stability which results in diverse teacher dispositions gelling into conflicting tensions. I develop a theoretical base and iteratively explore this, evolving a description of how we might model what I call the sociolinguistic orientation of mathematics teachers. I construct theoretical, conceptual and methodological frameworks to enable me to study some of the underlying relationships among the tensions, teacher predispositions and the sociolinguistic environment in the classroom. I draw on a constructivist approach to mathematics education founded in Piagetian and Vygotskian theories and in particular draw on the concepts of coping strategies (Edwards and Furlong, 1987) to deal with the dynamics of classroom communications (Hills, 1969) which result in tensions in the use of language in mathematics teaching Pimm, 1987; Adler, 2001}. I begin by educationally, professionally and linguistically locating myself before moving on to looking at how we can understand communication in the mathematics classroom, the role of language in mathematics education with emphasis on bilingual mathematics education. I examine theories for understanding the interplay and interrelationship among teaching, communication, language use, and mathematics and bilingual classroom. Thereafter I look at the sociolinguistic roots of mathematics education in the Malawi Education System, identifying those areas where the current language policy in education does not consider the role of language in mathematics education. I draw heavily on sequential focus group discussion, interviews, tests and classroom observations and construct a perceptual model for the sociolinguistic orientation of 40 mathematics teachers towards use of Chichewa or English, and explore how these perceptions relate to the actual use of language in bilingual mathematics classrooms. To increase the validity of the data and findings, I used methodological and data triangulation. The findings of the study suggest that the sociolinguistic orientation of mathematics teachers relates to the linguistic nature of mathematics (the desire to teach the technical language as opposed to the ordinary language that pupils will easily understand), mystifying language policy in education (the inconsistency of language policy), dynamic classroom discourse (the multi-functions of language in the classroom) and inconsistent source of language for use in mathematics teaching (different competencies in language for teaching and learning among teachers, pupils and instructional materials). In addition, I illustrate how the teacher sociolinguistic orientation depends on whether the language of instruction is L1 or L2 which rest ideologically on code switching between Chichewa and English as well as marked difference in the patterns of language use between Chichewa and English medium mathematics lessons. The findings of the study can increase our understanding of the dynamics of mathematics classroom discourse by not only identifying more tensions in the use of language hut also the sources of these tensions. These might pave the way to find remedies to reduce the linguistic tensions in mathematics education. These findings imply that teachers need to be trained and supported in the use of language if they are to improve the teaching of mathematics. It is recommended that a programme he developed to train and orient teachers in the use of language in mathematics teaching, and to produce appropriate instructional materials that would assist teachers and pupils to use language effectively in mathematics.

Due to economic and political changes in Poland the market for educational services has changed. A worldwide trend for an early start in foreign language (FL) instruction is reflected in the accelerated growth of numbers of younger children enrolled into various forms of FL learning in Poland. Recent changes in the new National Curriculum introduced the possibility of starting FL learning from the first grade of the elementary school. However, it seems that teacher training has not yet responded to the growing demand for qualified FL teachers of young learners (FLTYL). This study presents the results of an evaluation of how the present TT provision meets the educational needs of teachers involved in teaching FL to young children and what changes should be made in order to address those needs in a better way. Both quantitative and qualitative methods were used to elicit information from different perspectives: current FLTYLs, prospective Early Years (EY) and FL teachers, and academic staff from the Higher Pedagogical School of Bydgoszcz, one of the institutions providing teacher training in Poland. Moreover, the findings were supported with the results of the surveys among the elementary and language school head teachers and parents of children from grades 1-3, which assessed the current and future needs in the area of FL teaching to young children. The research findings suggest that the present TT is flawed in at least two aspects. First of all, it seems not to recognise how widespread early FL instruction has become and consequently fails to respond to a growing demand for a higher number of qualified FLTYLs. Secondly, neither FL teacher training nor Early Years Education teacher training appears to equip the teachers with the necessary competencies and qualifications. The two basic problems of acceptance and implementation of a new FLTYL training programme, or modifying the existing provision, are shortage of qualified teacher trainers and insufficient cooperation between the departments that traditionally work separately. As a result, arriving at a common policy regarding optimal FLTYL qualifications and competencies, course organisation, its content, and training methods to be used, is problematic. The study offers some solutions as to how the existing impasse might be overcome.

This thesis argues that masculinity does not exist as the empirical property of biological males. Instead, masculinity is viewed as being produced in its objective sense through a social imaginary that invokes masculinity as already ontologically present; as having ontological continuity; as being necessarily coherent; and as being embodied in real boys/men. l\lasculinity is therefore seen as an iterative exercise, or a narrative of self, whereby the boys in this study are seen as being involved in producing themselves as coherent males in each classroom interaction. The masculine social imaginary is made real through these subjective moments of self-making. This research focuses on the strategies engaged in by boys, in an English primary school classroom, in their accomplishment of masculine identities~ how they are secured in relation to both girls and other boys~ and how particular masculine forms achieve and maintain hegemony. The research looks at the relationship between objective and subjective senses of identity; the cultural resources available to boys in their identity work; the ways different cultural resources (capital) accrue value in the context of the school; how these differently valued resources contribute to the production of masculine hierarchies; and pedagogic structures and practices interact with the boys' identity work to construct different relationships with the official curriculum. Working through a concept of reflexive relativity, this thesis regards the data collected through observation and elicitation exercises, as narrative productions. The research text itself is a narrative production - a rendering of a theory of masculine behaviour; and as constituting a series of dialogues between the research and different research subjectivities.

This study explores the qualitative difference in performance between those who are more successful and those who are less successful in simple arithmetic. In the event that children are unable to retrieve a basic number combination the study identifies that there is a spectrum of performance between children who mainly use procedures, such as count-all in addition and take-away in subtraction, to those who handle simple arithmetic in a much more flexible way. Two independent studies are described The first contrasts the performances of children in simple arithmetic. It considers teacher selected pupils of different ability from within each year group from 7+ to 12+. It takes a series of snapshots of different groups of children and considers their responses to a series of simple number combinations. This first experiment shows qualitatively different thinking in which the less successful children are seen to focus more on the use of procedures and in the development of competence in utilising them. The more successful appear to have developed a flexible mode of thinking which is not only capable of stimulating their selection of more efficient procedures but, the procedures they select are then used in an efficient and competent way. However, the use of procedures amongst the more successful is seen to be only one of two alternative approaches that they use. The other approach involves the flexible use of mathematical objects, numbers, that are derived from encapsulated processes. The below-average children demonstrate little evidence of the flexible use of encapsulated processes. It is the ability of the more able children to demonstrate flexibility through the use of efficient procedures and/or the use of encapsulated processes that stimulates the development of the theory of procepts. This theory utilises the duality which is ambiguously inherent in arithmetical symbolism to establish a framework from which we may identify the notion of proceptual thinking. The second study considers the development of a group of children over a period of nearly a year. This study relates to aspects of the numerical component of the standardised tests in mathematics which form part of the National Curriculum. It provides the data which gives support to the theory and provides evidence to confirm the snap shots taken of children at the age of 7+ and 8+. It indicates that children who possess procedural competence may achieve the same level of attainment as those who display proceptual flexibility at one level of difficulty but they may not possess the appropriate mental tools to cope with the next. The evidence of the study supports the hypothesis that there is a qualitative difference in children's arithmetical thinking.