This thesis presents a study of three and four year old children attending preschool at a time of rapid expansion of this phase of education. There is strong evidence that the quality of the experience is the determining factor in the long term effectiveness of early years provision. However, quality is a contested concept with a range of viewpoints, defined by different stakeholders including children. The study builds on previous research and aims to clarify children’s perspectives on the quality of their preschool experiences and to consider how their viewpoint might influence policy and practice. The study examines successive policy initiatives in relation to children and families including the development of quality frameworks for early years practice. It considers policies that promote children’s participation based on children’s rights, and related theories of children as social agents, active in their own lives. The study discusses different approaches to quality early years provision, identifying two main positions, ‘insiders’ and ‘outsiders’. The study explores alternative, co-constructed approaches to quality that involve children assessing their learning together with trusted adults, to prepare for future learning. This is a qualitative study using an ethnographic approach. Data were collected employing an adapted version of the Mosaic Approach which combines multiple methods. The study takes a case study approach to present the research stories of six children by detailing their perspectives on quality. These findings are presented as a taxonomy of viewpoints, focussed around a common framework of re-occurring categories. This represents the contribution to knowledge of the study. The taxonomy is presented both in the language of children and that of adults in order to emphasise the extent to which the voice of children is currently absent from discourses on quality. Children’s responses are presented as indicators of quality that could inform day to day practice and policy.

The aim of this thesis is to promote a dialogue about constructive alignment (Biggs, 1996) with a particular focus on the use of reflective writing as an assessed task in courses of teacher education and the influence it has, or does not have, on teacher reflection and/or in improving practice. The work is set against a national context in which time to reflect is being written out of teacher education as a consequence of policy which locates ‘training’ to teach increasingly within the busy-ness of school life. Persuaded by principles of constructive alignment and, therefore, troubled by student teachers’ perceptions of complex assignments which appear to have little relevance to their practice as teachers, I have undertaken an action research study (McAteer, 2013; Norton, 2009; and Wells, 2001), beginning with a conviction that it is possible to design assessment tasks which truly integrate professional and academic requirements and influence the learning activity of student teachers in ways which are meaningful for their development as teachers. Using an adaptation of the Ward and McCotter (2004) ‘Reflection Rubric’ to locate characteristics of reflection within the reflective writing submitted for assessment, the study evaluated the relationship between written reflection and academic and professional attainment and found little evidence that engagement in the reflective writing assignment had contributed to the participants’ development as teachers. I conclude that the assessment strategies of students and of the course had been either not aligned or destructively aligned. The thesis narrates my journey to the adoption of a socio-constructivist perspective, leading to greater insight into the relationship between established assessment practice and the learning activity of student teachers, and a questioning of my practice. Crucially, the notion of a ‘framework for assessment’ is broadened to encompass all assignment-related activity, the people involved and the timeframe, in addition to the task and criteria. I conclude by identifying a desire to know more about the national view of assessment in teacher education, seeking a network of colleagues in order to explore ways in which counterparts in other institutions are supporting student teachers to develop reflective practice and assess reflective writing.

O objetivo deste trabalho foi estudar a influência da taxa de resfriamento na microestrutura e nas propriedades mecânicas do aço API 5L X100 soldado com MAG e analisar a suscetibilidade à trinca induzida pelo hidrogênio deste mesmo aço. Foram realizadas soldas por simples deposição em uma seção de um tubo em cinco diferentes temperaturas de pré-aquecimento (-30, 34, 100, 150 e 200 °C) de modo a se obter diferentes taxas de resfriamento. Em uma segunda etapa, foram realizadas juntas soldadas, com quatro diferentes temperaturas de pré-aquecimento de passe de raiz (32, 100, 150 e 200 °C) e temperatura de interpasse de 100 °C. Para avaliar as propriedades metalúrgicas das amostras soldadas com MAG, foram realizados os ensaios de macrofotografia, microscopia de luz e microscopia eletrônica de varredura (MEV). As propriedades mecânicas foram analisadas com o ensaio de dureza Vickers (HV5) e microdureza Vickers (HV0.2); ensaio de tração e ensaio de impacto Charpy. Na última etapa do trabalho, foi realizado o ensaio Tekken, visando avaliar a suscetibilidade do aço API 5L X100 à trinca induzida pelo hidrogênio. Foram utilizados eletrodos revestidos com diferentes condições de umidade com o objetivo de depositar diferentes níveis de hidrogênio no metal de solda. / The aim of this work were to study the influence of cooling rate on microstructure and mechanical properties of an API 5L X100 welded by MAG and to analyze the susceptibility of this steel on hydrogen induced cracking. Bead on pipe welds (BOP) were made into five different temperatures (-30, 34, 100, 150 e 200 °C) aiming to reach different cooling rates during welding. On a second stage of this work, MAG welded joints were made with four different pre-heat temperatures on the root pass (32, 100, 150 e 200 °C) and controlled inter-pass temperature of 100 °C. The metallurgical properties of welds were evaluated by macrograph; light microscopy and scanning electron microscopy (SEM). The mechanical properties were analyzed by Vickers hardness test (HV5), Vickers microhardness test (HV0.2), tensile test and Charpy V-notch. At the last stage of this work, Tekken test was performed to evaluate the susceptibility of API 5L X100 steel on hydrogen induced cracking. SMAW process was used with electrodes on three different humidity conditions aiming to deposit different hydrogen levels on weld metal.

Teachers' thinking underpins their actions, in various ways, consciously or nonconsciously, and therefore it is necessary to understand their thinking in order to understand their teaching. Part of such thinking concerns subject knowledge, which is an important, albeit often assumed, feature in professional practice. For primary school teachers who cover the breadth of the National Curriculum there are particular issues. In music, despite frequent reports from Ofsted referring to the good quality of teaching, there still appears to be considerable lack of confidence among such teachers, frequently linked with a perceived lack of subject knowledge. Subject knowledge in music is under-researched in this country and this small-scale study was intended to explore the nature of teachers' beliefs about music in education. In a qualitative case study approach, the teachers in a two-form-entry, inner-city primary school talked individually, in three separate sessions over the course of an academic year, about various aspects of music in education. They also constructed concept maps to represent their thinking. A process of inductive and iterative analysis led to the identification of four main findings concerning enjoyment, the value of music, issues relating to instrumental teaching and the use of schools' broadcasts. These aspects form the basis of a discussion which moves beyond the original research questions to build an orthogonal model that conceptualises and contextualises teachers' thinking within two dimensions representing their professional/non-professional lives and the formal/informal contexts of musical involvement, nested in their beliefs regarding the nature and value of music. It is suggested that this model might also apply to other subjects. There are implications from this study not only for teachers themselves and for the schools in which they work, but also for those involved in supporting student and practising teachers through ITE, INSET and CPD, as well as for policymakers.

O objetivo deste trabalho foi estudar a influência da taxa de resfriamento na microestrutura e nas propriedades mecânicas do aço API 5L X100 soldado com MAG e analisar a suscetibilidade à trinca induzida pelo hidrogênio deste mesmo aço. Foram realizadas soldas por simples deposição em uma seção de um tubo em cinco diferentes temperaturas de pré-aquecimento (-30, 34, 100, 150 e 200 °C) de modo a se obter diferentes taxas de resfriamento. Em uma segunda etapa, foram realizadas juntas soldadas, com quatro diferentes temperaturas de pré-aquecimento de passe de raiz (32, 100, 150 e 200 °C) e temperatura de interpasse de 100 °C. Para avaliar as propriedades metalúrgicas das amostras soldadas com MAG, foram realizados os ensaios de macrofotografia, microscopia de luz e microscopia eletrônica de varredura (MEV). As propriedades mecânicas foram analisadas com o ensaio de dureza Vickers (HV5) e microdureza Vickers (HV0.2); ensaio de tração e ensaio de impacto Charpy. Na última etapa do trabalho, foi realizado o ensaio Tekken, visando avaliar a suscetibilidade do aço API 5L X100 à trinca induzida pelo hidrogênio. Foram utilizados eletrodos revestidos com diferentes condições de umidade com o objetivo de depositar diferentes níveis de hidrogênio no metal de solda. / The aim of this work were to study the influence of cooling rate on microstructure and mechanical properties of an API 5L X100 welded by MAG and to analyze the susceptibility of this steel on hydrogen induced cracking. Bead on pipe welds (BOP) were made into five different temperatures (-30, 34, 100, 150 e 200 °C) aiming to reach different cooling rates during welding. On a second stage of this work, MAG welded joints were made with four different pre-heat temperatures on the root pass (32, 100, 150 e 200 °C) and controlled inter-pass temperature of 100 °C. The metallurgical properties of welds were evaluated by macrograph; light microscopy and scanning electron microscopy (SEM). The mechanical properties were analyzed by Vickers hardness test (HV5), Vickers microhardness test (HV0.2), tensile test and Charpy V-notch. At the last stage of this work, Tekken test was performed to evaluate the susceptibility of API 5L X100 steel on hydrogen induced cracking. SMAW process was used with electrodes on three different humidity conditions aiming to deposit different hydrogen levels on weld metal.

O objetivo deste trabalho foi estudar a influência da taxa de resfriamento na microestrutura e nas propriedades mecânicas do aço API 5L X100 soldado com MAG e analisar a suscetibilidade à trinca induzida pelo hidrogênio deste mesmo aço. Foram realizadas soldas por simples deposição em uma seção de um tubo em cinco diferentes temperaturas de pré-aquecimento (-30, 34, 100, 150 e 200 °C) de modo a se obter diferentes taxas de resfriamento. Em uma segunda etapa, foram realizadas juntas soldadas, com quatro diferentes temperaturas de pré-aquecimento de passe de raiz (32, 100, 150 e 200 °C) e temperatura de interpasse de 100 °C. Para avaliar as propriedades metalúrgicas das amostras soldadas com MAG, foram realizados os ensaios de macrofotografia, microscopia de luz e microscopia eletrônica de varredura (MEV). As propriedades mecânicas foram analisadas com o ensaio de dureza Vickers (HV5) e microdureza Vickers (HV0.2); ensaio de tração e ensaio de impacto Charpy. Na última etapa do trabalho, foi realizado o ensaio Tekken, visando avaliar a suscetibilidade do aço API 5L X100 à trinca induzida pelo hidrogênio. Foram utilizados eletrodos revestidos com diferentes condições de umidade com o objetivo de depositar diferentes níveis de hidrogênio no metal de solda. / The aim of this work were to study the influence of cooling rate on microstructure and mechanical properties of an API 5L X100 welded by MAG and to analyze the susceptibility of this steel on hydrogen induced cracking. Bead on pipe welds (BOP) were made into five different temperatures (-30, 34, 100, 150 e 200 °C) aiming to reach different cooling rates during welding. On a second stage of this work, MAG welded joints were made with four different pre-heat temperatures on the root pass (32, 100, 150 e 200 °C) and controlled inter-pass temperature of 100 °C. The metallurgical properties of welds were evaluated by macrograph; light microscopy and scanning electron microscopy (SEM). The mechanical properties were analyzed by Vickers hardness test (HV5), Vickers microhardness test (HV0.2), tensile test and Charpy V-notch. At the last stage of this work, Tekken test was performed to evaluate the susceptibility of API 5L X100 steel on hydrogen induced cracking. SMAW process was used with electrodes on three different humidity conditions aiming to deposit different hydrogen levels on weld metal.

Among educationalists there is some uncertainty about how best to teach children drawing skills and among psychologists there is uncertainty about how different approaches might influence children's drawing development. In the National Curriculum children are taught both expressive and representational drawing ability, but there is concern that the arts are being 'squeezed out' in favour of more 'academic' subjects. In contrast, children in Steiner schools experience less directive instruction in drawing, but experience an education where the arts and creativity are highly valued. However, little is known about the home drawing experiences of these pupils and the views of their teachers. This thesis aimed to identify similarities and differences in the drawing abilities and styles of pupils and the drawing attitudes and practices of the pupils, their parents and teachers. In study one expressive, representational and free drawings of 180 pupils (age 6 to 16 years old) were assessed for ability, style and creative intention. In study two 180 pupils, their teachers and parents were surveyed about attitudes and practices relevant to children's drawing experiences. Steiner pupils were found to have superior representational drawing ability but no consistent between-school differences were found in expressive drawing ability. Stylistic difference were evident in the free drawing. Drawing attitudes and practices of children were generally positive and few between-school differences identified. Parents and teachers associated with the Steiner schools tended to value drawing more highly, were more aware of the wider benefits of children engaging in art. However, National Curriculum teachers and parents tended to be more involved with children's drawing experiences. The studies presented in this thesis represent ground breaking research comparing drawing ability, and the art attitudes and practices that shape children's artistic experience in their respective Steiner and National Curriculum schools as well as their homes. More similarities were identified than anticipated. This suggests that school and home drawing environments may be less influential than previously thought. Alternatively, there might be fewer differences between the school types than the curricula suggest. Consequently, future research should consider the artistry of teachers and parents and observational data of classroom art lessons and home drawing experiences.

The focus of this enquiry was to enable student teachers to engage with children’s views to construct meaningful classroom learning experiences. The underpinning assumption was that learning is socially constructed. Issues addressed were: what pupils thought helped/hindered their learning in classrooms, how heeding children’s views of barriers to/facilitators of their learning can be used by student teachers for lesson evaluation, planning and reflective practice, to what extent children’s views can support student teachers’ understanding of children’s learning and the development of their pedagogical practices (this includes both curriculum planning and teaching), the development and learning of initial teacher education students as student teachers engaged in reflective practice. The research comprises two case studies; pilot and subsequent larger-scale project. It incorporated action research designed as iterative spirals of research, evaluation and development in classrooms where the student teachers were teaching children. New learning accumulated in one cycle was intended to be taken into the next. Bespoke pedagogical tools were used to create dialogic spaces and also as research data collection techniques. They scaffolded inter and intra- personal exchanges to enable student teachers to understand children’s learning from a socio-cultural perspective. These tools mediated children’s reflection on their learning and then feedback to the student teacher about what they had learnt; how they had learnt it and what would enable them to learn better. The results indicated: enhanced student teachers’ understanding of how children learn as they adapted their practice in response to children’s views, enhanced learning by the children owing to their exchanges on the interpersonal plane, with peers in the dialogic space created by the bespoke pedagogical tools, mentors require development to support student teachers to engage meaningfully with children’s learning. Outcomes cannot easily be generalised from case studies. This study found: children can express learning needs when appropriate scaffolds enable them to articulate abstract concepts, when student teachers respond to children talking about learning they can develop their practice. Implications for Initial Teacher Education are that it should: highlight the importance of children’s voice to support student teachers in developing their pedagogy, model ways in which teachers can create dialogic spaces for children’s interthinking, consider what development mentors require to support student teachers’ understanding of children’s learning in classrooms. Mediating the construction of dialogue with the Thinking Fish provided a way into both the process of interthinking for children, and also student teachers’ understanding of such interthinking as expressed through their dialogue in the focus groups. Thus the Thinking Fish may be considered to be the vicarious presence of the teacher. This may be a useful approach for teachers and student teachers to adopt as the experience for the participants in this study was meaningful and replicable in future practice, using real classroom activity as research data.

When we watch an expert perform, how does that inform our own knowledge and skills in that subject, or establish what our potential might be to become a ‘better’ learner? There is much policy and rhetoric around the development of this ‘expert’ learner through ‘Learner Voice’ initiatives, yet this is a sparsely researched area. Mainly anecdotal, with poorly documented methodology, it is also heavily biased towards compulsory-aged education. This study, set within Further Education, adds to knowledge by providing evidence of how learners can improve the quality of teaching, and their own learning, through direct involvement in reflection and discussion with teachers. It also considers the implications of this for those involved: learners, teachers, the organisation and wider policy. Using an action-research model, and observations, eight volunteer participants from a teacher training curriculum area engaged with this study: two ‘learners’, each paired with a different ‘teacher’ for the observation; three teaching staff who were ‘observed’; and the curriculum area manager. Interviews were conducted throughout the research, with main participants interviewed up to three times to draw out their phenomenological interpretations and reflections. Working within a community of learning, with multiple points of interaction and ‘layers’, two theoretical frameworks were used in analysing the interviews: communities of practice and ecological learning systems. Finding them insufficient in isolation, to improve the data analysis, and the nuances of these layers – ‘micro’, ‘meso’, ‘exo’ and ‘macro’ – a ‘continuum of practice’ was devised to combine these frameworks. Additional theoretical concepts – self-efficacy, self-esteem, self-concept and self-categorization theories – were also used to interpret evidence of an individual’s sense of identity and their perceived trajectory. Evidence suggests interactions within observation partnerships, including those observed, were influenced by the theoretical framework embedded within that interaction: an appropriate framework approach can enhance the quality of outcome from these collaborations.

Despite a number of reforms to education, concern over teachers’ knowledge and confidence to teach physical education persists. This thesis examines the process of becoming a primary physical educator at the initial stage of a teacher’s career. The aim of which is to consider the ways beginning teachers source their professional knowledge and the implications this has on their confidence to teach. The study argues for a clear articulation of the subject’s knowledge-base and proposes a framework for the development of knowledge in primary physical education initial teacher education. Participants were drawn from a range of providers in England and were in the final year of their programme. The research adopted a mixed method approach using an online survey to obtain quantitative data and interviews to elicit constructs about beliefs from four case-study participants. The study identified that beginning teachers had perceived high levels of confidence across the subject’s knowledge-base, but areas of most and least confidence were varied and personal to the individual. The sourcing of knowledge was mainly drawn from school and university settings, but in many cases personal interests and prior experiences formed a central role in sourcing content knowledge when no opportunity was presented. Despite the varying routes that exist to become a primary physical educator, this research argues that all beginning teachers require a breadth of knowledge during initial teacher preparation, with university and school partnerships offering explicit roles in developing professional knowledge to a secure level. It further argues that it is through a focus on individual teacher transformation, not merely reflection that will ensure inherent challenges faced by primary physical education will be addressed.