Research In Teacher Education - Volume 12, No. 2. Nov 2022
Research In Teacher Education - Volume 12, No. 2. Nov 2022
Editorial
We begin this issue of RiTE with the announcement that David Wells is, very sadly, stepping down from his role as Deputy Editor of this journal. Dave has been integral to the success of this publication over the last eleven years as both its Deputy and online editor. All of us will miss him hugely – and we wish him the best of luck in the next exciting phase of his life/career.
We start this edition with an article from Ashlea Cromby on using internet memes as a pedagogical tool for enhancing learner engagement. Ashlea looks at how viable it is to incorporate internet memes into teaching mathematics and medical science.
Zenab Arleen Bukkar explores how the internalisation of gender norms affects the exploration of femininity in gender-specific youth work programmes for young women and girls. Her study is based on Beauvoir's (2010) idea that femininity is a product of civilisation, reflecting social distinctions rather than 'essential' differences between men and women.
Paula Bonet and Miles Smith explore aspects of a participatory research project undertaken in a semi-rural school in south-west England. Utilising Roleplay Learning (RL), a game-based methodology employing roleplay and dramatisation, the researchers were able to elicit and discern children's social, cultural and political perspectives.
In her article, Ruksana Beigi presents the work of Beccy Allen, Head of Creative Learning at Half Moon Theatre London, and her creative practitioners, Madeleine Graham and Daniel Mariño, on their extensive Early Years Creative Play (EYCP) programme for families and their children.
Finally, through an exploration of how far one can define oneself as a musician, and focusing on the author's father as an example, Christopher Dalladay's article examines the 'level' of specialism and subject knowledge a secondary classroom music teacher in England requires in order to teach effectively and authoritatively. This discussion is then extended to other curriculum areas and whether there is a difference in the practitioner identity and knowledge of teachers from a range of different subjects that may impact on their confidence to teach.
Our guest writer this month is Professor Tanya Ovenden-Hope, Provost and Professor of Education at Plymouth Marjon University and Marjon University Cornwall, and Visiting Professor at Canterbury Christ Church University. Tanya's article is premised on her idea that the agencies that control teacher recruitment and oversee teacher retention in England have not realised the importance of 'status' in establishing a set of circumstances that contribute to declining trainee teacher numbers and increasing teacher attrition. At a time of fundamental change (has there ever been anything else in the history of ITE in England?), her article is essential reading for all of us concerned with what is happening in this sector of education.
As always, we hope that you enjoy the collection of articles in this issue of the periodical. If you are interested in writing for this publication, please contact members of the editorial team including Lindy Zubairy - RiTE's new Deputy Editor.
Articles
A Case for Internet Memes in Education: A Focus on Mathematics and Medical Science
Abstract:
In this review, I reflect upon writings and teaching experiences of using internet memes as a pedagogical tool for enhancing learner engagement. The review also highlights how viable it is to incorporate internet memes into teaching of mathematics and medical science. I reviewed a range of studies from Russia, India, Oman, Spain, Italy, Ukraine, USA and the UK within the context of the online learning environment. Results from this review showed mixed responses to the use of internet memes. Positive views include that staff and students enjoyed the humorous nature of internet memes, while negative views showed many staff reluctant to use internet memes pertaining to their levels of comfort in using creative digital methods. The review also shows mixed results when internet memes are used in replacement of assignments set for formal grading.
Keywords: Pedagogy, Internet Memes, Mathematics, Medical Science, Digital Education, Creative Approaches
Cite as: Ashlea Cromby (2022) 'Case for Internet Memes in Education: A Focus on Mathematics and Medical Science' Research in Teacher Education, Vol 12 (No.2).
Recapturing the feminine others: acknowledging femininity in all of its forms
Abstract:
This article explores how internalisation of gender norms affects the exploration of femininity in gender-specific youth work programmes for young women and girls. This study is based on Beauvoir's (2010) idea that femininity is a product of civilisation, reflecting social distinctions rather than 'essential' differences between men and women. The perpetuation of perceptions that are fuelled by femininity, manifested in such areas as language, appearance and behaviour, has maintained the status quo generation after generation, and Stoller (2020) has advanced the perspective that 'gender' depending on a person’s level of femininity or masculinity determines the societal structures to be occupied by women. The intersectionality theory proposed by Crenshaw (2023) also aids this study's understanding of the variety of identities and experiences that women have in regard to factors like race, class, ethnicity, religion and sexual orientation. The study's interviewees provide evidence of the changing perspectives and experiences of the social change process that has been centred on girlhood and womanhood over generations. According to preliminary research, the increasingly complex and very diverse realities are not well represented by the current model for discussing femininity. Understanding the many frameworks through which young women and girls' lives are viewed, heard and embraced may need a moment of reflection in order to dispel today's myths and illusions surrounding femininity.
Keywords: young women; girls; girlhood; feminism; socialisation; inclusivity, and identity.
Cite as: Zenab Arleen Bukkar (2022) 'Recapturing the feminine others: acknowledging femininity in all of its forms', Research in Teacher Education, Vol 12 (No.2).
An enquiry into children's political consciousness through Roleplay Learning
Abstract:
In today's complex world, it is increasingly important for children to develop an understanding of the multifaceted and intersecting socio-economic and political forces that shape their lives. This includes systems of government and economy, and also the impact of military conflict, systemic injustice and climate change. This paper explores aspects of a participatory research project undertaken in a semi-rural school in south-west England. Utilising Roleplay Learning (RL), a game-based methodology employing roleplay and dramatisation, the researchers were able to elicit and discern children’s social, cultural and political perspectives. The results of the study suggest that children's speech, interactions and reflections demonstrate nascent political consciousness, and that RL holds potential as an approach for researchers seeking to describe and evaluate complex aspects of children’s thinking.
Keywords: Children; citizenship; roleplay; consciousness; power; intersectionality.
Cite as: Paula Bonet & Miles Smith (2022) An enquiry into children's political consciousness through Roleplay Learning. Research in Teacher Education, Vol 12 (No.2).
Creative encounters beyond the door: supporting children and families through Half Moon Theatre's Early Years Creative Play programme
Abstract:
This article presents the work of Beccy Allen, Head of Creative Learning at Half Moon Theatre, and her creative practitioners, Madeleine Graham and Daniel Mariño, on their extensive Early Years Creative Play (EYCP) programme for families and their children. The programme has been running since 2018, in children’s centres and nursery schools across the London Borough of Tower Hamlets, where families are invited to join, and in community spaces where local families are able to drop in. Breaking the tradition of relying on academic researchers to measure the impact of their programme, Beccy and her team engage with their own evaluation processes to measure the creative encounters that parent and child receive through the EYCP programme. As an outsider looking in, I present in this short article their work so that one can advocate for the continuation of such vital resources for children’s creative cultural and artistic lives.
Keywords: arts & culture; theatre; families; early years; creative play; creativity.
Cite as: Ruksana Beigi (2022) Creative encounters beyond the door: supporting children and families through Half Moon Theatre's Early Years Creative Play programme. Research in Teacher Education, Vol 12 (No.2).
Was my dad a musician?... and why does this matter to teacher education?
Abstract:
Through an exploration of how far one can define oneself as a musician, and focusing on the author's father as an example, this paper examines the 'level' of specialism and subject knowledge a secondary classroom music teacher in England requires in order to teach effectively and authoritatively. This discussion is then extended to other curriculum areas and whether there is a difference in the practitioner identity and knowledge of teachers from a range of different subjects which may impact on their confidence to teach. The paper concludes that, whilst many may define themselves as musician, scientist, mathematician, historian, etc, the breadth of subject knowledge held by each (eg my father) may not be sufficient for them to pursue teaching in the classroom (i.e. beyond teaching as specialist peripatetic) as a career option.
Keywords: musician; music; all subjects; practitioner; identity; subject knowledge; teacher training.
Cite as: Christopher Dalladay (2022) 'Was my dad a musician?... and why does this matter to teacher education?'. Research in Teacher Education, Vol 12 (No.2).
Guest Author
A status-based crisis of teacher shortages? Exploring the role of 'status' in teacher recruitment and retention
Abstract:
There is an international crisis in teacher supply. Recruiting and retaining enough teachers to meet school needs has been challenging the agencies that control teacher supply for many years. The United Nations Educational, Scientific and Cultural Organization's (UNESCO) Sustainable Development Goal 4.c is to 'substantially increase the supply of qualified teachers' to support an equitable education system. In England in 2021, 40 per cent of teachers left the profession by year ten, 23 per cent by year three, while teacher recruitment in 2022 was 50 per cent below the target for trainee teachers. In the United States, Education Secretary Miguel Cardona warned of disruptions caused by teacher shortages, with the National Education Association reporting that 55 per cent of educators are ready to leave the profession in 2022. In Australia, states are reporting that Covid has worsened existing teacher shortages. The Organization for Economic Cooperation and Development (OECD) concurs with international reporting on the impact of Covid having worsened existing challenges in teacher supply.
Schools appear stuck in a cycle of struggling to recruit teachers to plug the gaps left by those that leave. Governments attempt to support schools by focusing on financial packages to attract new teachers (especially in subjects perceived in the previous year to be falling short of required teacher numbers), while failing to secure the retention of experienced teachers. Teaching is not a preferred graduate profession and those that do enter teaching continue to leave in large numbers. This paper offers a theory of status-based teacher shortages. It is argued that teaching and teacher status is complex, developed in multiple objective and subjective contexts, and is impacted by a number of social factors. The agencies that control teacher recruitment and oversee teacher retention have not realised the importance of 'status' in establishing a set of circumstances that contribute to declining trainee teacher numbers and increasing teacher attrition.
Keywords: teacher recruitment; teacher retention; teacher attrition; status; teacher supply.
Cite as: Tanya Ovenden-Hope (2022) 'A status-based crisis of teacher shortages? Exploring the role of 'status' in teacher recruitment and retention'. Research in Teacher Education, Vol 12(No.2).