From Interesting Times to Critical Times? Teacher Education and Educational Research in England

Vol. 3. No. 1 APR 2013 Before moving to Oxford, Ian Menter was Professor of Teacher Education at the University of Glasgow. Prior to that he held posts at the University of the West of Scotland (Dean of Education and Media), London Metropolitan University (Head of School of Education), University of the West of England and the University of Gloucestershire. Ian was President of the Scottish Educational Research Association from 2005 to 2007 and chaired the Research and Development Committee of the Universities' Council for the Education of Teachers from 2008 to 2011. Ian is an Academician of the Academy of Social Sciences and a Fellow of the Royal Society of Arts and is a Visiting Professor at the University of Nottingham and at Newman University College, Birmingham. He is a convenor of two UK-wide research groups, TEG (Teacher Education Group) and CAPeR-UK (Curricululum, Assessment and Pedagogy Reform across the UK). In this article Ian critically reflects on the future of educational research in light of current policy developments related to teacher education in England

New professionalism in austere times: the employment experiences of early career teachers in Scotland

International concern to raise educational standards and improve teacher quality has directed attention to the need to sustain career-long professional learning. Teacher induction and early professional learning (during years 2–6) have been associated with patterns of attrition and improved pupil outcomes. As the economic crisis impacts on public sector employment, the rhetoric of professionalism stands in contrast to the employment experiences of many recently qualified teachers. This article draws on interviews with 20 early career teachers in Scotland who achieved full registration from 2006. Work histories drawn from this small-scale study challenge the implicit assumptions of staged models of teacher development and draw attention to the increasing fragmentation and casualisation of experience in the teacher labour market

Performativity, fabrication and trust: exploring computer-mediated moderation

Based on research conducted in an English secondary school, this paper explores computer mediated moderation as a performative tool. The Module Assessment Meeting (MAM) was the moderation approach under investigation. I mobilise ethnographic data generated by a key informant, and triangulated with that from other actors in the setting, in order to examine some of the meanings underpinning moderation within a performative environment. Drawing on the work of Ball (2003), Lyotard (1979) and Foucault (1977, 1979), I argue that in this particular case performativity has become entrenched in teachers’ day-to-day practices, and not only affects those practices but also teachers’ sense of self. I suggest that MAM represented performative and fabricated conditions and (re)defined what the key participant experienced as a vital constituent of her educational identities - trust. From examining the case in point, I hope to have illustrated for those interested in teachers’ work some of the implications of the interface between technology and performativity

Diversity and complexity: becoming a teacher in England in 2015-16

This paper is based on a profile of Initial Teacher Training (ITT) provision in England, which was developed as part of a wider research programme on Diversity in Teacher Education (DiTE) based at Bath Spa University (Whiting et al, 2016). It provides a new topography of routes to qualified teacher status (QTS) in England for the academic year 2015-16, along similar lines to an exercise undertaken for an earlier research programme, the ESRC funded Modes of Teacher Education (MOTE) projects conducted in the 1990s (Barrett et al, 1992; Whiting et al, 1996; Furlong et al, 2000). The allocations and census data published by the National College for Teaching and Leadership (NCTL) provide the basis for this new topography, with additional material from a range of sources, mostly online. Reflections on further changes in policy discourse since the year of analysis hint at an acknowledgement of the role of Higher Education (HE) and a reduced emphasis on the much vaunted focus on ‘school-led’ routes. However, there is little to reassure either ITT providers, or potential candidates, of a long term plan aimed at halting the trajectory towards over-complexity and incoherence. The analysis raises important questions about the quality of such diverse teacher education provision, the nature of partnership between higher education institutions and schools, and the impact of reform on the identities of those training to teach

Race and sex: teachers' views on who gets ahead in schools?

The research reported here was part of a large study of the impact of age, disability, race and sex on the teaching profession in England. The basic question asked in this research was how do these factors interact with career aspirations and achievements of classteachers, promoted teachers and headteachers? There were three different data sources: a large postal survey drawn from diverse geographic regions across England with over 2000 respondents; face‐to‐face individual interviews with over 100 teachers in 18 case study schools from across all of the main regions of England; discussions with special interest groups of teachers. Not surprisingly, the answer to the above question was complex. Nonetheless, the paper's conclusion highlights some of the noteworthy themes across this broad sample of teachers from primary, secondary and special schools

IL-4Rα Blockade by Dupilumab Decreases Staphylococcus aureus Colonization and Increases Microbial Diversity in Atopic Dermatitis.

Dupilumab is a fully human antibody to interleukin-4 receptor α that improves the signs and symptoms of moderate to severe atopic dermatitis (AD). To determine the effects of dupilumab on Staphylococcus aureus colonization and microbial diversity on the skin, bacterial DNA was analyzed from swabs collected from lesional and nonlesional skin in a double-blind, placebo-controlled study of 54 patients with moderate to severe AD randomized (1:1) and treated with either dupilumab (200 mg weekly) or placebo for 16 weeks. Microbial diversity and relative abundance of Staphylococcus were assessed by DNA sequencing of 16S ribosomal RNA, and absolute S. aureus abundance was measured by quantitative PCR. Before treatment, lesional skin had lower microbial diversity and higher overall abundance of S. aureus than nonlesional skin. During dupilumab treatment, microbial diversity increased and the abundance of S. aureus decreased. Pronounced changes were seen in nonlesional and lesional skin. Decreased S. aureus abundance during dupilumab treatment correlated with clinical improvement of AD and biomarkers of type 2 immunity. We conclude that clinical improvement of AD that is mediated by interleukin-4 receptor α inhibition and the subsequent suppression of type 2 inflammation is correlated with increased microbial diversity and reduced abundance of S. aureus

Renewed investigations at Taung; 90 years after the discovery of Australopithecus africanus

2015 marked the 90th anniversary of the description of the first fossil ofAustralopithecus africanus, commonly known as the Taung Child, which was unearthed during blasting at the Buxton-Norlim Limeworks (referred to as the BNL) 15 km SE of the town of Taung, South Africa. Subsequently, this site has been recognized as a UNESCOWorld Heritage site on the basis of its importance to southern African palaeoanthropology. Some other sites such as Equus Cave and Black Earth Cave have also been investigated; but the latter not since the 1940s. These sites indicate that the complex of palaeontological and archaeological localities at the BNL preserve a time sequence spanning the Pliocene to the Holocene. The relationship of these various sites and how they fit into the sequence of formation of tufa, landscapes and caves at the limeworks have also not been investigated or discussed in detail since Peabody’s efforts in the 1940s. In this contribution we mark the 90th anniversary of the discovery and description of the Taung Child by providing a critical review of previous work at Taung based on our recent preliminary work at the site. This includes a reassessment of the Taung Child Type Site, as well as renewed excavations at Equus Cave and the lesser-known locality and little-investigated Black Earth Cave. Preliminary results suggest that much of our previous understandings of the BNL’s formational history and site formation processes need to be reassessed. Only through detailed analysis on the BNLas a whole can we understand this complex depositional environment.Australian Research Council Future Fellowship grant FT120100399 Palaeontological Scientific Trust (PAST) National Geographic grants (8774-10 and 3212)JNC2016https://www.wits.ac.za/esi/palaeontologia-africana

Connecting does not necessarily mean learning: Course handbooks as mediating tools in school-university partnerships

This is the author's accepted manuscript (titled "Course handbooks as mediating tools in learning to teach"). The final published article is available from the link below. Copyright @ 2011 American Association of Colleges for Teacher Education.Partnerships between schools and universities in England use course handbooks to guide student teacher learning during long field experiences. Using data from a yearlong ethnographic study of a postgraduate certificate of education programme in one English university, the function of course handbooks in mediating learning in two high school subject departments (history and modern foreign languages) is analyzed. Informed by Cultural Historical Activity Theory, the analysis focuses on the handbooks as mediating tools in the school-based teacher education activity systems. Qualitative differences in the mediating functions of the handbooks-in-use are examined and this leads to a consideration of the potential of such tools for teacher learning in school–university partnerships. Following Zeichner’s call for rethinking the relationships between schools and universities, the article argues that strong structural connections between different institutional sites do not necessarily enhance student teacher learning

Transforming teacher education, an activity theory analysis

This paper explores the work of teacher education in England and Scotland. It seeks to locate this work within conflicting socio-cultural views of professional practice and academic work. Drawing on an activity theory framework that integrates the analysis of these contradictory discourses with a study of teacher educators’ practical activities, including the material artefacts that mediate the work, the paper offers a critical perspective on the social organisation of university-based teacher education. Informed by Engeström’s activity theory concept of transformation, the paper extends the discussion of contradictions in teacher education to consider the wider socio-cultural relations of the work. The findings raise important questions about the way in which teacher education work within universities is organised and the division of labour between schools and universities