Critical and Reflective Practice in Education Editorial: the university as a dialogic space

The publication of the first number of the first volume of this new journal Critical and Reflective Practice in Education in the autumn of 2009 marks a significant point in institutional and personal academic trajectories. The editors’ host institution, University College Plymouth St Mark and St John (known as UCP Marjon), has had an interesting history. St John’s College Battersea was founded in 1840 by Edward Tufnell and Sir James Kay-Shuttleworth (the latter being the College’s first Principal). St Mark’s College Chelsea was founded in 1841 with Revd Derwent Coleridge (son of Samuel Taylor Coleridge) as its first Principal. From the very start of their lives these Colleges were involved in critical and, indeed, reflective debates about the education of teachers and about the way teachers educate their pupils and students, especially when faced with the cut-backs imposed by the Revised Code of 1862

Editorial: Developing and Sustaining Learning Communities

This is the second issue of Critical and Reflective Practice in Education and comes at a time of significant change in the field of education throughout the United Kingdom. These changes, brought about by the election of a new coalition government, fall at the same time as the global economy impacts upon the lives of many throughout the world. The chosen articles for this edition all add to the theme, “Developing and Sustaining Learning Communities”, which has, arguably, taken on a much greater significance since the major economies of the world have come face to face with the new measures of austerity

Bridging the pedagogical gap between school and university: a small-scale enquiry into ‘academic preparedness’

The primary aim of this small-scale research project was to investigate whether there is a need to bridge the gap between transitions from school to university in terms of supporting new entrants to university courses with academic writing. Further to this aim was a desire to focus on the increased need in the university sector to consider student retention and progression, particularly from the first to the second year of degree courses. In 2008/9 “Academic Writing Sessions” were introduced within the authors’ institution as a compulsory aspect of the Bachelor of Education (B.Ed.) degree course for all first year undergraduates. It was hypothesised at the time that these sessions would influence the standard of student writing, the students’ understanding of the process and, perhaps even contribute to their overall progress through the course of their degree. Evaluation of the project resulted in a number of key findings, which supported the view that the “Academic Writing Sessions” were effective and that these needed to be developed in the future with the possibility of them being integral to each year of the course rather than just at the start of the first year. One further and important finding that emerged from the research was that assessment methods used in Higher Education do not always reflect the needs of the work place and of the students. The study also supported the view that university curricula should not be primarily skills-based but should encompass what is known as the “Academic Literacies Approach” as a means of bridging the pedagogical gap between school and university. In all, seven key themes emerged from the project, which offer strong support for views expressed within the wider literature. Since commencing the research, many improvements to practice have already occurred within the authors’ institution and continue to impact on the B.Ed. degree programme

Critical and Reflective Practice in Education Editorial: Volume 3 2012

Welcome to the third volume of Critical Reflective Practice in Education. The journal continues to move from strength to strength in attracting contributions nationally and internationally. Extensive change continues to surround the world of education in the UK, including higher education, academy status for schools and the diminishing responsibilities of local authorities

Building and sustaining a learning culture in pre-initial teacher training

The teaching and learning of science in many schools follows traditional lines, which has lead to many pupils view science as a “dry” subject area, lacking in creativity and interest. In responding to this situation a number of tutors at University College Plymouth St. Mark & St. John (UCP Marjon) sought funding from the Teacher Development Agency (TDA) in 2007 to set up a chemistry Subject Knowledge Enhancement (SKE) course (now known as the UCP Marjon ChEC course). Their rationale was to explore ways in which graduate students (without degrees in Chemistry) who were considering taking a Postgraduate Certificate in Education to enter teaching as science teachers could be introduced to new and creative ways of teaching Chemistry. SKE courses have been funded by the Teacher Development Agency (TDA) to meet shortages in recruitment of maths and physical science teachers. This paper offers an overview of the UCP Marjon ChEC course, how it was set up and an evaluation of its impact on students

Re-examining the culture of learning in ITE: engaging with the new demands of the 21st century

This paper argues that in the 21st. Century, it is now more vital than ever to engage Initial Teacher Training (pre service) students with their own learning. It suggests in this challenging enterprise, university departments need to do more than deliver a mandated curriculum and a programme of ‘remedial academic writing’. Tutors need to enact, through practice, a belief that ‘ability’ is not fixed; that ‘knowledge’ is uncertain, and that understanding is constructed through discussion & engagement. In this way they can better prepare their students for the challenges of working in schools in the 21st. century. The paper suggests that examining the creation of ‘Learning to Learn’ environments, considering the role played by epistemology, and reconsidering the role of dialogue, are powerful ways of positioning current practice, particularly, as student teachers and their tutors are all concerned with the business of learning, and more specifically, teaching children. There is more to learning than acquiring a body of professional knowledge. The paper forms part of an on-going three year study supported by ESCalate

Children’s Learning in Early Childhood: Learning Theories in Practice 0-7 Years

Focusing on the key skill of understanding and translating theory into practice, this book provides an in-depth exploration and analysis of the key theorists and theories that form the foundation of learning and development in early childhood. The structure of the book mirrors the student learning journey, to compliment the course and seminar reading. The first parts of the book take a critical approach to learning theories, developing reflective and analytical skills through critical questions, photographs and discussion points, whilst the second part offers case studies to help students understand how theories can be applied in practice

How Children Learn

Understanding How Children Learn is a vital part of working with children. Every child is unique and understanding differences in learning helps all to benefit. This book goes beyond simply understanding the work of key theorists and the various theories of learning to recognise what learning actually looks like and how it is best facilitated in any setting