Reflective practice: some notes on the development of the notion of professional reflection

It is the intention of this guide to attempt to explain how reflection - in which searching questions are asked about experience - might be conceptualised, why it can be viewed as rather more than ‘thinking about teaching’ and why a consideration of reflective practice itself might be helpful to both the beginning and the experienced teacher

Longitudinal Study of Sustainably Educated Graduates

To identify and track a cohort of students as they graduate from Plymouth University, and who have experienced a ‘maximal’ sustainability education, to monitor their life futures. To gain a deeper understanding of the employment and citizenship impact of UoP’s sustainability education work beyond the time-span of studying at Plymouth and beyond the more traditional snapshot evaluations of outcomes and student experience through course feedback processes. To acquire the benefit of alumni ‘hindsight’ perspectives on the sustainability education experienced at Plymouth. The aim is for their perspectives to inform the future visioning of the sustainability education strategy at Plymouth and inform work to develop more active and participatory ESD pedagogies.PedRI

Exploring Complex Learning Spaces

This project focuses on developing an understanding of the complexity of learning spaces which are inhabited by students in higher education institutions. Developing work already carried out by the project leaders on experimental learning spaces within the university, this is a project which aims to gain a better understanding of the ‘learning lives’ of students beyond the formal learning spaces such as the lecture theatre, laboratory and seminar room. Using a mixed methods approach focusing on survey and photo-ethnographic methods data will be developed from the general to the particular to investigate the other spaces which students use to develop their learning. These spaces include both physical and virtual spaces, as well as on and off campus spaces, including cafes, libraries, study bedrooms as well as virtual learning environments and social networking/Web 2.0 technologies. This research intends to consider the complex interplay of these different spaces in the learning of students and also how they relate to the formal spaces of which we have a clearer understanding. This project will therefore aid academics in better understanding the dynamics of the learning ecologies which underpin the experiences of students within the university

Incipient genetic isolation of a temperate migratory coastal Sciaenid fish (Argyrosomus inodorus) within the Benguela Cold Current system

The Benguela Cold Current system, located in the south-eastern Atlantic, features cold sea surface temperatures, bounded to the north and south by tropical currents (the Angola and Agulhas Currents, respectively) and a perennial upwelling cell off central Namibia that divides the region into two sub-systems with different characteristics (Shannon 1985; Hutchings et al. 2009). The colder sea surface temperatures of the Benguela Current have been considered an important biogeographic barrier, isolating tropical and warm-temperate fauna of the Atlantic and Indo-Pacific Oceans (Avise 2000; Floeter et al. 2008). However, recent studies revealed that other oceanographic features, such as the perennial upwelling cell, may also play an important role in shaping the population structure of warm temperate fish populations within the Benguela system, as complete disruption of gene flow was documented both in Lichia amia (Linnaeus, 1758) and Atractoscion aequidens (Cuvier, 1830) (Henriques et al. 2012, 2014). Little is known, however, regarding the influence of the Benguela system on genetic population connectivity of cold-water-tolerant species

In the mind and in the technology: the vicarious presence of the teacher in pupil’s learning of science in collaborative group activity at the interactive whiteboard

publication-status: Publishedtypes: ArticleThe focus of research into the use of the interactive whiteboard (IWB) in the classroom has been largely in relation to teacher–pupil interaction, with very little consideration of its possible use as a tool for pupils’ collaborative endeavour. This paper is based upon an ESRC-funded project,1 which considers how pupils use the interactive whiteboard when working together on science-related activities. It provides an analysis of video and other data from science lessons in UK Years 4 and 5 primary classrooms (pupils aged 8–10 years). Concentrating on a series of lessons constructed by three (out of 12) of the project teachers, together with their written and spoken commentaries, it takes each set of lessons as a case for study and comparison. This paper focuses in particular on the nature of the ‘vicarious presence’ of the teacher evident in the group interactions at the board. We address the following questions: How is the teacher’s vicarious presence evident in the work of pupils at the interactive whiteboard? How does this presence influence the behaviour of pupils engaged in science activities? In this account, we suggest that the teacher remotely mediates the activity of the pupils at the board in two specific and interlinked ways. Firstly, the vicarious presence of the teacher seems to be in the minds of pupils, enabling them to appropriate and use introduced rules and procedures, in this case in relation to group talk. Secondly, it is in the ways in which the constructed task environment on the IWB guides and mediates the pupils’ actions, enabling them to connect with, interpret and act upon the teacher intentions for the task. Here, the teacher’s vicarious presence is in the technology. We conclude that the IWB can provide both a tool and an environment that can encourage the creation of a shared dialogic space within which co-constructed knowledge building can take place. However, this only occurs where there is active support from the teacher for collaborative, dialogic activity in the classroom and where the teacher is able to devise tasks that use board affordances to promote active learning and pupil agency