Pre-service teachers’ engagement in a cross-curricular television news project: impact on professional identity

This paper focuses on the impact of pre-service teachers’ engagement in the annual BBC News School Report project on their emerging professional identity and on the evidence they provide as part of the process of becoming qualified. The research reported on is drawn from three years of enquiry. Respondents included pre-service teachers themselves, their tutors as representatives of teacher education providers and their mentors as representatives of schools in which they were placed. The methodological approach was interpretative and phenomenological with qualitative and quantitative data being analysed for emergent themes. Two years of evaluations were followed by a third year in which a set of case studies were developed. The research showed that professional identity is enhanced through being in a leading role in respect of curriculum and working with other staff. Through engagement in such projects, this paper moots that preservice teachers develop richer evidence of emerging professionalism as defined by standards of initial teacher training. Moreover, self-perception of role was modified to one in which they saw themselves, and were seen, as equals to qualified staff rather than subservient to or dependent on them. A new more equal power relationship developed as they took on responsibility for the project. Preservice teachers’ move to become full members of the professional community for which they are training was accelerated

Becoming PBRF-able: Research assessment and education in New Zealand

It seems ironic that, designed as they are to quantify, evaluate and reward the research quantum of academic institutions, departments and individuals, research assessment exercises have themselves become objects of their research and critique. As many in this volume and elsewhere attest, the impact of research assessment runs deeper than mere measurement of “what is already there”: such processes are productive, or formative (Henkel, 2005, McNay, 2003; Sikes, 2006). Of course bringing about change is intended in the sense of increasing research quantity, enhancing its quality, etc. However, there are suggestions that by changing the conditions of knowledge production, research assessment exercises may also alter the shape and direction of disciplines by diverting and channelling researchers’ intellectual attention and political engagement, influencing what they study, how they do it, and how they report and write (Beck and Yong, 2005; Bernstein, 2000)

Common pressures, same results? Recent reforms in professional standards and competences in teacher education for secondary teachers in England, France and Germany

Over the last decade the introduction of professional standards and competences in Initial Teacher Education for Secondary teachers in England, France, and Germany has provided the cornerstone of education reform in all three countries. The precise number and specific content of a measurable set of skills for teachers has offered challenges for policy makers, teacher educators, student teachers, and teachers alike. The concept of standardised teacher education feeds into the idea that there is some convergence towards a uniform teacher ideal. An examination of the skills required of teachers in each of the three countries in this study reveals distinct education systems where path divergence is more evident

The impact of NQT induction programmes on the enhancement of teacher expertise, professional development, job satisfaction or retention rates: a systematic review of research literature on induction

This report is the result of a preliminary study undertaken by the Induction Review Group between January and March 2003 which essentially involved a mapping exercise to identify the range and type of research studies addressing the research question, ‘How does current research characterise the impact of induction programmes on new teachers in relation to enhancing teaching expertise, professional development, job satisfaction and retention rates?’ Results of the initial in-depth review are reported in Chapter 4. The Review Group plans further refinements of the mapping exercise and other in-depth reviews drawing on it

Initial teacher education for the education and training sector in England: development and change in generic and subject specialist provision

This report reviews the current system of initial teacher education (ITE) for the education and training sector and its development from earlier systems. The report also discusses subject-specialist teaching in the education and training sector, leading to a provisional assessment of the potential of the current ITE system for enhancing subject-specialist pedagogy. The report begins by contextualising the development of ITE from the post-war period to the beginning of the New Labour years, followed by a more detailed discussion of the reforms introduced by Labour governments in 2001 and 2007 and the moves away from regulation introduced by the Conservative–Liberal Democrat Coalition government. The report then discusses the main features of the qualifications framework established following the Lingfield Review of 2011-12. The final part of the report focuses on the development of subject-specialist pedagogy in ITE courses, relating concerns expressed by Ofsted to debates about teacher knowledge and vocational pedagogies. A model for understanding approaches to subject-specialist pedagogy is developed, and applied to consider the potential of the current ITE system for strengthening this area of professional development

Researching Identities: Impact of the Performance-Base Research Fund on the Subject(s) of Education

My argument begins by introducing key conceptual tools, applying them to the formative years of Education as a university subject. Second, I sketch a brief history of the subject in New Zealand in the 1980s and 1990s, emphasising its contradictory mandates as both academic and professional/clinical discipline. Third, I explore interviewees’ experiences and perspectives during and immediately after the quality evaluation process (Middleton, 2005a). The conclusion suggests ways the evaluation model might change to support (not penalise) Education’s dual mandate to enhance research capacity and outputs and to produce good practitioners for the teaching professions

New York’s School Teachers Say No to the Status Quo! A Chronicle of New York State’s Teachers Union’s (NYSUT) First Contested Election

Other than a scattered mentioning on educational blogs, and a few uninspired national references, the New York State United Teacher’s (NYSUT) April 2014 first contested election in its four decade history did not seem to matter very much. We saw it differently at Cornell’s ILR School. NYSUT is known as a highly efficient, top down, union powerhouse, yet we learned that this election saw school teachers and their local union leaders utilizing their organization’s design and structure for the members’ advantage in a stunning “bottom up” political victory. This surprising outcome is why we decided to research how this occurred and write this report. Along the way, we met brilliant strategists, courageous political novitiates, remarkable communication specialists, and never-ending tenacity wrapped in purposefulness that ensured school-based leaders their electoral success. In doing so, they joined their insurgent teacher colleagues in Massachusetts, Milwaukee, Chicago, Los Angeles, St. Paul and elsewhere, affirming that school teacher trade unionists can and will respond to the attacks upon them and public education. The following pages chart why this contested election occurred and how the insurgents proceeded. The information is based primarily upon extensive interviews with rank and file leaders and discussions with former and newly elected leaders. There are also specific references to observations shared by the defeated President, Richard Iannuzzi, who graciously offered his candor in explaining how he saw what was happening to the union and why he acted as he did in the period leading up to his defeat. This report begins with some brief comments about NYSUT’s history, placement of the election in both a national and New York state context, and an explanation about how NYSUT’s structure had so much to do with the election. The bulk of the writing describes how rank and file forces slowly but molecularly developed into a force able to successfully challenge the president and leadership team of the largest state union in America. Throughout, the detail presented suggests that power wielded by rank and file union members of the teaching profession is the best hope to restore balance to public education in the country. The next few years will tell us whether this “suggestion” is so

A ‘quiet revolution’? The impact of Training Schools on initial teacher training partnerships

This paper discusses the impact on initial teacher training of a new policy initiative in England: the introduction of Training Schools. First, the Training School project is set in context by exploring the evolution of a partnership approach to initial teacher training in England. Ways in which Training Schools represent a break with established practice are considered together with their implications for the dominant mode of partnership led by higher education institutions (HEIs). The capacity of Training Schools to achieve their own policy objectives is examined, especially their efficacy as a strategy for managing innovation and the dissemination of innovation. The paper ends by focusing on a particular Training School project which has adopted an unusual approach to its work and enquires whether this alternative approach could offer a more profitable way forward. During the course of the paper, five different models of partnership are considered: collaborative, complementary, HEI-led, school-led and partnership within a partnership