(R&DA 23) The Training and Induction of Teaching Assistants Who Wish to Become Qualified Teachers
This small scale survey concludes from interviews of 34 participants that people with a history of previous school employment who subsequently train as teachers have distinct training and induction needs. Supported by a TDA Research and Development Award.
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(R&DA 33) An investigation into the effective school-based tutoring of Primary Modern Foreign Langua
This study examined some of the implications for ITT placements of introducing Modern Foreign Language teaching throughout KS2 in England. The researchers identified five issues critical in support for trainees in school. Supported by a TDA Research and Development Award.
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(R&DA 27) An Investigation into Whether and How Current PGCE Courses are Producing Confident Modern
This project investigated the provision of training for modern foreign language teaching in primary schools. This is of interest because of the aim to offer KS2 children MFL by 2010. Supported by a TDA Research and Development Award
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(R&DA 28) Knowledge domains and teacher effectiveness in mathematics
This project aimed to identify how trainee teachers use their mathematics subject knowledge to underpin their teaching, and examined the geometric and probability knowledge that trainees identify and use. Supported by a TDA Research and Development Award.
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(R&DA 30) The subject tutor’s role in supporting trainee teachers through lesson observation and f
This project, based in one institution, examined: levels of consistency between tutors; correspondence with an independent definition of good practice and satisfaction, and makes recommendations are made to further enhance this practice. Supported by TDA Research and Development Award.
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(R&DA 32) The Role of Human Rights-Focused NGOs in ITT Citizenship
This project examined the relationship between HEI providers of citizenship ITT and non governmental organisations (NGOs) with particular reference to the construction of curricula concerning human rights. Supported by a TDA Research and Development Award.
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How mentoring can raise standards of achievement
This research looked into ways to increase the level of achievement among Year 7 and Year 12 pupils in a girls’ comprehensive school through regular mentoring interviews between pupils and teachers.
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An evaluation of a high intensity saturation placement for primary postgraduate teacher education st
This TTA funded partnership project evaluates a “high intensity" five day placement. This provided opportunities for primary postgraduate students to strengthen links between their learning at school and college. In this way it was hoped that they would be able to combine theory and practice by working in a non-assessed, team teaching context. The ‘theory’ and ‘rationale’ was driven by the Government’s Primary Strategy ‘Excellence and Enjoyment’ with a focus on meeting individu
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Supporting E-learning Communities in ITT Series: MLE (Mediated Learning Environments) in Partnership
TDA Supporting E-learning Communities in ITT Series Project Report from Nottingham Trent University
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Using ‘Learning Study’ as a model of collaborative practice (R&DA 2: 8)
This project investigated whether the strategy of ‘Learning Study’ can be used as an effective model for collaborative practice within initial teacher training. The project was focused on teaching in the 11-19 age range of Business Education, Economics and Design and Technology however the critical points of the project lay not in the curriculum areas but in the exploration with trainees of a conceptualisation of learning. Supported by a TDA Research and Development Award
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Online Training Materials for Music and ICT (R&DA 2: 07)
This report identifies and describes the differences between the culture of composition and performance of music inside and outside school. The important context of this work was the observation that ICT has transformed musical practices outside educational contexts. However within schools, whilst there have been advances, there are also significant barriers to the same transformation. The report identifies differences between practice in schools and contemporary music in the outside world.
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Exploring the key role External Examiners play in relation to peer review and self-improvement proce
This project was designed to explore the key role External Examiners play in relation to peer review and self-improvement processes required in the Quality Management and Assurance aspects of Initial Teacher Training. Findings and recommendations are made for providers of ITT and their relevant Quality Assurance contexts. The report contains an ITT External Examiner Review Checklist Supported by a TDA Research and Development Award
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Explorations of learning in the context of professional practice (R&DA 2: 02)
This study investigated what knowledge student teachers need to become effective teachers. The study was based in three universities training students to teach Physical Education and found that both mentors and trainees emphasised knowledge that was directly and immediately related to work in schools. This drive to immediacy meant that other knowledge was not brought into focus. The researchers consider how this may have a bearing on trainees’ thinking, in particular on that thinking which
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Science Subject Knowledge for Trainee Primary Teachers - The delivery of multimedia content via a Vi
This project examined how a virtual learning environment could be used to enhance science subject knowledge for trainee primary teachers. Diagnostic quizzes, specially designed and created materials using still and moving images, and extra sessions were used successfully to enhance subject knowledge competence and confidence in ‘difficult concepts’ in science. These materials were used with primary PGCE trainees and are available for examination. Supported by a TDA Research and Developmen
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Using mentors’ metacognitive skills to increase the knowledge base in teacher training of how teac
This project explored the strategy of adding voice files to word documents - primarily lesson plans and schemes of work - in an initial teacher training context. The technique is called Voice over Text (VoT). The purpose was to reveal the thinking behind teaching processes; in this case there was an emphasis on planning. The use of Voice over Text delivered promising early results in that trainees were able to access the thinking of experienced practitioners which previously had been invisible
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Urban ITT: Working with urban schools in challenging contexts (R&DA 2: 17)
The purpose of this project was to contribute to the training of teachers for work in urban schools facing a range of disadvantages. The research was conducted in Manchester and London and undertaken with teachers at the beginning of their careers and the mentors who supported them. 162 trainees were surveyed and eight case studies investigated issues in more depth. The project found that many trainees started and ended their training wanting to teach in challenging urban settings but that th
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Personal Digital Assistants (PDAs) and Handheld PCs: Identifying their Potential to Support Initial
This project explored the potential for Personal Digital Assistants (PDAs) to support trainees in school. 14 PGCE science students were given either a Windows Pocket PC or a Palm OS based handheld. Useful technical detail underlying the decisions to use these two is reported. Trainees received four hours of training in 10 aspects of potential support from their PDAS and also in their use. It was intended that the trainees used the PDAs on their school experiences. Some but not all were able
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An analysis of e-learning in a flexible postgraduate initial teacher training course (R&DA 2: 04)
This project examined the advantages and disadvantages of e-learning. Trainees on a part-time flexible route for PGCE used a virtual learning environment and the researchers concluded that e-learning can offer an effective alternative for students who cannot access full time face-to-face training. The study used a multi-method approach, including analysis of materials posted on the VLE, two questionnaires and focus group interviews. Supported by a TDA Research and Development Award
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Managing institutional and personal transitions – developing the work in schools
This DCSF TRIPS digest presents one of three research projects on transitions. The study proposes that motivation can be increased by schools giving clear messages about the focus of each year, by teachers recognising the value of pupils’ peer support, and by teachers supporting and encouraging pupil re-engagement.
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CPD for Teachers – Mentoring and Coaching
This Teachers TV video is concerned with mentoring and coaching with a particular focus on peer-to-peer learning to be employed as an effective tool for staff development. Located within the wider context of continuing professional development, this resource provides examples of how teachers can learn from and with one another in the early and more advanced stages of their career.
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