We are all teacher educators now: understanding school-based teacher educators in times of change in England

Within the context of the European Commission’s recent policy gaze on teacher education (European Commission, Improving teacher quality: The EU agenda – lifelong learning: policies and programme. Brussels, April 2010, EAC.B.2. D (2010) PSH, 2010; European Commission, Supporting teacher educators for better learning outcomes. European Commission, Brussels, 2013; European Commission, Strengthening teaching in Europe: new evidence from teachers compiled by Eurydice and CRELL, June 2015. Available from: http://ec.europa.eu/education/library/policy/teaching-profession-practices_en.pdf, 2015), this chapter contributes to an improved understanding of the hybrid, poly-contextualised identities of school-based teacher educators. At a time of systemic change in the education systems of many countries, teachers in schools are increasingly being asked to be responsible for the education and training of future teachers. Within the English backdrop of a rapidly changing landscape for teacher education, we present initial findings from a small-scale study exploring, through interview data, how the knowledge bases and identities of two groups of insiders, university and school-based teacher educators, were perceived by those hybrid teacher educators (Zeichner 2010) working in schools. Our findings reveal differences in school-based teacher educators’ views on their work and the work of university-based teacher educators, school-based teacher educators’ views on the role educational research has in the work they do and the ways in which different professional pathways (e.g. occupational/university; primary/secondary) influence views on what it means to be a teacher educator

Appeals to evidence for the resolution of wicked problems: the origins and mechanisms of evidentiary bias

Wicked policy problems are often said to be characterized by their ‘intractability’, whereby appeals to evidence are unable to provide policy resolution. Advocates for ‘Evidence Based Policy’ (EBP) often lament these situations as representing the misuse of evidence for strategic ends, while critical policy studies authors counter that policy decisions are fundamentally about competing values, with the (blind) embrace of technical evidence depoliticizing political decisions. This paper aims to help resolve these conflicts and, in doing so, consider how to address this particular feature of problem wickedness. Specifically the paper delineates two forms of evidentiary bias that drive intractability, each of which is reflected by contrasting positions in the EBP debates: ‘technical bias’ - referring to invalid uses of evidence; and ‘issue bias’ - referring to how pieces of evidence direct policy agendas to particular concerns. Drawing on the fields of policy studies and cognitive psychology, the paper explores the ways in which competing interests and values manifest in these forms of bias, and shape evidence utilization through different mechanisms. The paper presents a conceptual framework reflecting on how the nature of policy problems in terms of their complexity, contestation, and polarization can help identify the potential origins and mechanisms of evidentiary bias leading to intractability in some wicked policy debates. The discussion reflects on whether being better informed about such mechanisms permit future work that may lead to strategies to mitigate or overcome such intractability in the future

Unseen roots and unfolding flowers? Prison learning, equality and the education of socially excluded groups

The objective of this theoretical article is to critique the notion that adult education, in its current marketised formations, might serve the purpose of rehabilitating learners. To date there has been no detailed interrogation by educationalists of the desirability of rehabilitation as an overarching aim for prison education, or to consider the existing educational philosophies that notions of rehabilitation might cohere with. This article begins to address this gap by engaging with the idea of rehabilitation from a critical adult education perspective. The conceptual framework informing the analysis is critical adult education theory, drawing tangentially on the work of Raymond Williams. The overarching assumption is that education might be understood as the practice of equality, which I employ alongside conceptualisations of empowering adult literacies learning as drawn from writings in the field of New Literacies Studies (NLS). These approaches enable the critique of criminological theory associated with prison learning, alongside the critique of assumptions traceable to NLS. The analysis focuses more specifically on Scotland’s prison system, where the criminological theory of ‘desistance’ currently holds some sway. I observe that whilst perspectives of criminologists and educationists draw upon similar sociological assumptions and underpinnings, different conclusions are inferred about the purpose and practice of adult learning. Here criminologists' conceptualisations tend to neglect power contexts, instead inferring educational practices associated typically with early years education. I also demonstrate the importance of equality in the context of adult education, if educators are to take responsibility for the judgements they make in relation to the education of socially excluded groups

Parasites of brown trout (Salmo trutta m. fario L.) stocked to Chojnówka - stream in Puszcza Bukowa near Szczecin

Pstrągi potokowe Salmo trutta m. fario żyją w potokach górskich i wyżynnych o prądzie szybkim, dnie kamienistym i żwirowatym. Wymagają wody czystej i chłodnej. Prowadzą osiadły tryb życia, wykazują terytorializm, raczej trzymają się miejsc, które zajęły, zasiedlając kryjówki wśród kamieni, podmytych korzeni, w zagłębieniach dna. Czasem odbywają niewielkie wędrówki w poszukiwaniu odpowiednich żerowisk lub miejsc tarłowych. Kiedyś były to ryby masowo hodowane w stawach, obecnie są wypierane przez pstrąga tęczowego i ich znaczenie jako ryb hodowlanych zmalało. W środowisku utrzymują się dzięki wprowadzeniu wymiaru i okresu ochronnego a przede wszystkim dzięki prowadzeniu stałych zarybień wylęgiem i narybkiem przez Polski Związek Wędkarski. Są to bowiem ryby bardzo cenione przez wędkarzy [1]. Z przeglądu polskiego piśmiennictwa parazytologicznego wynika, że lista znanych pasożytów pstrąga potokowego obejmuje 18 gatunków [2, 3, 4, 5]. Badania parazytofauny dotyczyły przede wszystkim pstrąga z terenów Polski południowej [6, 7, 8] i Pomorza Wschodniego [2, 9]. Prezentowane badania dotyczą pstrąga potokowego wsiedlonego w ramach eksperymentu do niewielkiego cieku w Puszczy BukowejBrown trout Salmo trutta m. fario live in mountain and hill streams with fast currents, rocky and gravel bottom. It requires clean, cool water. It leads sedentary lifestyle, shows territorialism, rather sticks to sites that it occupied, colonizing hiding places among rocks, washed over roots, in bottom depressions.Sometimes brown trout takes a small journeys in search of suitable feeding and spawning sites. Once they were mass-bred fish in ponds, now are being replaced by rainbow trout and their importance as a bred fish has declined. Brown trout persists in the environment through the introduction of assessment and the period of protection, above all by conducting regular stocks with hatchPasożyty pstrąga potokowego (Salmo trutta m. fario L.) wsiedlonego ing and fry by the Polish Angling Association. Indeed, brown tout is highly prized by anglers. A review of the Polish parasitological literature shows that the list of known parasites of brown trout includes 18 species. Research of parasitofaunamainly concerned trout from southern Poland and East Pomerania. The present study concerns brown trout stocked within the experiment to a small stream in the Puszcza Bukowa, Szczecin, Polnad. The aim of this study was to determine the frequency of parasitic invasion in 39 brown trout. The study took place from 2001 to 2003 in Chojnówka stream. Chojnówka is a small stream, about 6 km long and about 1.3 m wide, located in north-western Poland, in the Szczecin Landscape Park "Puszcza Bukowa". It flows from the artificially banked up pond "Marzanna Pond" and flows toward the north at the bottom of the scenic gorge crossing a richly sculptured terminal moraine within the nature reserve "Bukowe Zdroje". Its bed is dug and banks are characterized by a slight slope. A few tiny streams flow into Chojnówka from the right side. The stream flows in the closed channel through Szczecin Zdroje and flows into Cegielinka - Regalica branch. In the stream there was no native fish fauna. Fish (1+ to 3+ years old) came from Chojnówka stream in Puszcza Bukowa in Poland. Their average length was 22,79 cm, average weight 116,42 g and Fulton's coefficient was 0,95. Only three fish had parasites; each of these had only one Nematoda C. ephemeridarum. The frequency of parasitic invasion in brown trout from Chojnówka stream is very low. This is because of the lack of any other fish species in this stream that can host parasites during different stages in their life-cycle