Busy teacher educator guides : 3 : PGCE M Level

This ESCalate Busy Teacher Educator Guide on the PGCE M Level has been written by Dr Keira Sewell, Primary PGCE Programme Director, School of Education, University of Southampton. It covers the characteristics of effective PGCE M level practice, programme design and organisation, teaching, assessment, collaborative work with schools, Quality Assurance, marketing, the benefits of PGCE M level to students and teacher educators and how the PGCE M level be incorporated into current practic

Researching sensitive issues: a critical appraisal of ‘draw and write’ as a data collection technique in eliciting children’s perceptions

The draw-and-write technique for collecting data relating to both adult and children’s perceptions of their world is receiving increasing attention as one which has status within the field of visual methods. Whilst used largely within health and social sciences research, recent studies have demonstrated its value in eliciting views around organisations and organisational change. This paper appraises the draw-and-write method and reflects on the methodological lessons learned by using the technique in two studies conducted in England which aimed to elicit children’s perceptions of sensitive issues: transition from primary to secondary school and the management of bully/victim problems. The paper concludes that this method can be valuable in eliciting children’s perceptions and emotions, in building rapport and in promoting inclusive and participatory research. However, it also argues that using this method presents a number of challenges, namely analysis of data and ethical approaches, particularly with regard to the participants’ right to withdraw. It concludes that it is difficult for this method to stand in isolation and that the role of drawings as both process and product means that the construction and interpretation of images may result in a within-study shift between poststructuralist and semiotic paradigms which requires researchers to adopt accompanying methods, such as interviews, which will acknowledge this shift and enable participant voice to be fully captured

Bullying and the postgraduate trainee teacher: a comparative study

In 2001, Maguire published the findings from a survey of the perceptions and experiences of secondary school trainee teachers of adult-adult bullying. The current paper reports on a study which aimed to compare the incidence and nature of bullying of postgraduate trainees in another English teacher training institution with the experiences of those in Maguire's and extend the original study to include a comparison of postgraduate Primary and Secondary trainee experiences. A similar questionnaire to that used by Maguire was used to determine trainee experiences of bullying and these were then explored further through individual interviews. The findings showed that while the levels of bullying in this study were much lower than those reported by Maguire, there were similarities in the experiences of the trainees from the two institutions in that most bullying took place in the school rather than in the higher education institution, younger trainees were most vulnerable and male trainees were less likely to experience bullying than female trainees. This study also indicates that the Primary trainees were more reluctant to tell someone they were being bullied than their Secondary counterparts and that bullying incidents were often characterised by a breakdown in communication between the trainee teacher and the school mentor. This study shows that trainees' bullying can cause both physical and psychological effects and that these might be a causal factor in the numbers of trainees choosing not to pursue a career in teaching

Doing your PGCE at M-Level : A guide for students

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Planning music in the national curriculum

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