Research In Teacher Education - Volume 13, No. 2. Nov 2023
Research In Teacher Education - Volume 13, No. 2. Nov 2023
Editorial
We begin this issue of RiTE with an article, from Paula Daines, exploring her chosen data collection methods for a two-year, small-scale study following the experiences of six career-changing females who retrained as primary teachers, in England. This research has been conducted as part of a professional doctorate in education (EdD) at the University of East London, in the UK. The aim of Paula’s research is to extend knowledge and understanding of female career changing early career teachers (ECTs), who have just qualified as primary practitioners. Michelle Thomason’s paper explores the lived experiences of Media teachers in England amidst the A-level Media Studies curriculum reforms, through a netnographic study of interactions on an online professional community of practice on Facebook. The research is a pilot study conducted as part of a broader piece of doctoral research by the author, a teacher–researcher embedded in the teaching community under research.
Josh Randall, in his article, examines how physical education (PE) can often be seen to have traditional values which question the holistic and inclusive nature of how the subject is delivered to students. Teaching with innovative teaching models highlights how the emotional states of young people can be positively impacted when considering how they view the subject before, during and after they have completed their learning time. Josh’s article considers two cohorts of students, one with no additional learning needs and one with various learning difficulties. It also examines mainstream and special school environments and discusses which environments have greater effects on young people’s lives.
In their paper Shreyan Acharya and Eesha Kapoor highlight the importance of innovative solutions and interventions in the field of school education in India to actualise the aims of the Right to Education, National Education Policy (NEP) of 2020 as well as Sustainable Development Goal 4 of the United Nations. Playbased learning in early childhood education not only gives the children a chance to learn while playing but also teaches them some very important life skills such as decision-making, self-motivated learning, cooperation, along with honing their social and emotional skills. Their paper draws attention to early childhood care and education (ECCE) in a post-pandemic era by providing a case study of a Montessori lab established within a Delhi government school. The authors assessing this work against the Developmental Milestones Framework which emphasises growth in five areas: cognitive, social, emotional, physical and language.
In light of low levels of classroom teacher well-being in the UK, which have negatively impacted teacher retention, Miriam Abdulkadir’s systematic review examines the causes of low levels of teacher well-being (Ofsted, 2019a). Her paper identifies strategies that can be implemented with the aim of positively impacting teacher well-being and, potentially, retention. The author’s review involved a thorough search for literature in relation to teacher well-being.
Using mixed methods research Phoebe Sutton-Watson and Kate Firks sought both parent and teacher perspectives on whether teacher training in primary mainstream education is effective when it comes to support for pupils with Autism Spectrum Condition (ASC) with a specific focus on effective Editorial communication. Their study concluded that it is essential for both parties to work collaboratively in order to maximise communication support.
Our guest writer this month is Eline Vanassche. Eline is associate professor at KU Leuven Kulak (Belgium). She is a former Marie Skłodowska-Curie fellow at the University of East London (United Kingdom) and assistant professor at Maastricht University (the Netherlands). In her article, Eline adopts what she describes as a sociocultural anthropologist’s gaze (Geertz, 1973; Bernard & Gravlee, 2014). Her intent? To study the reality of English teacher education in its extraordinary history, diversity and complexities. Eline’s ‘findings’ shared in this beautifully critical and reflective piece of writing are, in her words, “disparate, offering insights into teacher education in England and beyond”. While these findings address a variety of topics, her intention is for them to collectively provide some insights on the (not so) curious case of English teacher 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.
Articles
On the quest for an unusual research methodology: the stories of female career-changers who retrain as primary teachers
Abstract:
This paper will explore my chosen data collection methods for a two-year, smallscale study following the experiences of six career-changing females who retrained as primary teachers, in England. This research has been conducted as part of a professional doctorate in education (EdD) at the University of East London, in the UK. The aim of the research is to extend knowledge and understanding of female career-changing early career teachers (ECTs), who have just qualified as primary practitioners. The data collection methods provide multiple ways for women’s narratives and life histories to be privileged in the research process.
In previous, similar research, large numbers of participants had been questioned about their career-changing experiences (via questionnaires and some interviews) but focused on both male and female participants. However, this more nuanced methodological approach offers an unusual way of collecting data, to shine a light on women’s experiences and voices in a more collaborative manner. In addition, it will examine what the participants’ experiences are in the context of the Early Career Framework (ECF, DfE, 2021) reforms and how this may impact them during the mandatory two-year induction period. This insight is important, as existing research into the ECF has only spanned the first year, due to the Covid-19 pandemic cutting other research windows short.
Keywords:Career-changer; female voices; early career teacher; Early Career Framework (ECF); narrative stories.
Cite as: Paula Daines (2023) 'On the quest for an unusual research methodology: the stories of female career-changers who retrain as primary teachers'. Research in Teacher Education, Vol 13, No 2.
Paula Daines
Associate Lecturer, National Institute of Teaching and Education (Coventry University), UK EdD Student at the University of East London, UK
Pages 7-12
Read Article 1 (PDF)
Lived experiences of curriculum reform: a netnographic study of Media teachers’ perspectives
Abstract
This paper explores the lived experiences of Media teachers in England amidst the A-level Media Studies curriculum reforms, through a netnographic study of interactions on an online professional community of practice on Facebook. The research is a pilot study conducted as part of a broader piece of doctoral research by the author, a teacher–researcher embedded in the teaching community under research. Media Studies underwent radical curriculum changes following the education reforms, and the study unveils teachers’ predominantly negative sentiments, stemming from perceived incompatibilities between the reformed curriculum and the epistemological ‘spirit’ of the subject. Surprisingly, these constraints spurred innovative pedagogical approaches and revealed creative and dedicated teachers. The paper also explores the contentious reform process and raises questions about subject identity, professional autonomy and the impact of knowledge hierarchies on curriculum development. These findings resonate beyond the context of media studies, offering insights into curriculum reform, education policy, online communities, and the interplay of subject and professional identity in education.
Keywords: Media Studies; curriculum reform; education policy; netnography; teacher lived experiences.
Cite as: Michelle Thomason (2023)v'Lived experiences of curriculum reform: a netnographic study of Media teachers’ perspectives'. Research in Teacher Education, Vol 13, No 2.
How does teacher choice influence the affective domains of learning for SEND students?
Abstract:
Teacher choices can be seen to affect traditional attainment in education but how do these choices affect student experiences, perceptions and feelings toward their academia? Physical education (PE) can often be seen to have traditional values which question the holistic and inclusive nature of how the subject is delivered to students. Teaching with innovative teaching models highlights how the emotional states of young people can be positively impacted when considering how they view the subject before, during and after they have completed their learning time. The present article considers two cohorts of students, one with no additional learning needs and one with various learning difficulties. It also examines mainstream and special school environments and discusses which environments have greater effects on young people’s lives.
An active enquiry was run in a school in East London to determine how much influence teachers can have on inclusive PE and holistic well-being for students. The results suggest that adopting a teaching games for understanding (TGFU) pedagogical model reduces anxiety for students both before and after a module of work. The article raises questions about not only teacher choice, but the role peers have within society and how elitist and ableist views can still affect education in the present day.
Keywords: teaching games for understanding; physical education; emotionality; special educational needs; learning difficulties; social and environmental factors; domains of learning.
Cite as: Josh Randall (2023) 'How does teacher choice influence the affective domains of learning for SEND students?'. Research in Teacher Education, Vol 13, No 2.
Josh Randall
UEL alumni and PGCE graduate University of East London, UK
Pages 19-24
Read Article 3 (PDF)
A shift in paradigm in early childhood education: is play-based learning the answer?
Abstract:
The paper highlights the importance of innovative solutions and interventions in the field of school education in India to actualise the aims of the Right to Education, National Education Policy (NEP) of 2020 as well as Sustainable Development Goal 4 of the United Nations. One such solution is the intersection of the right to play with the right to education, specifically in the early years of education. Article 31 of the United Nations Convention on the Rights of the Child declares the right to play as a fundamental right of every child and emphasises the importance of play in the holistic development of a child. Since the act of play comes naturally to most children and is something that they enjoy immensely, it only makes sense to bring the two together in order to achieve the objectives of Article 31. Play-based learning in early childhood education not only gives the children a chance to learn while playing but also teaches them some very important life skills such as decision-making, self-motivated learning, cooperation, along with honing their social and emotional skills. The paper goes on to highlight the Montessori methods of learning in schools. These are mostly found in private schools in India, especially Delhi, and the authors believe that to be able to make such a method available to the masses, it is imperative that Montessori methods are also introduced in government schools. A case study of a Montessori lab established within a Delhi government school has been discussed and analysed, through primary research, by assessing it against the Developmental Milestones Framework which emphasises growth in five areas: cognitive, social, emotional, physical and language. Since the lab has been established for a primary school, the relevance of introducing such interventions in the primary years through a focus on early childhood care and education (ECCE) is validated. It is further discussed that in the post-pandemic era, the importance of play-based education in ECCE is gaining more prominence since it is now widely accepted that even within education, foundational education is extremely important in order to achieve quality education .
Keywords:play-based learning; quality education; early childhood care and education; Montessori method.
Cite as: Shreyan Acharya and Eesha Kapoor (2023) 'A shift in paradigm in early childhood education: is play-based learning the answer?'. Research in Teacher Education, Vol 13 (No.2).
Shreyan Acharya and Eesha Kapoor
Independent/early career researchers
Pages 25-29
Read Article 4 (PDF)
In the midst of a well-being crisis, what can be done to positively impact teacher well-being?
Abstract:
In light of low levels of classroom teacher well-being in the UK, which have negatively impacted teacher retention, this paper aims to research the causes of low levels of teacher well-being (Ofsted 2019a). An additional aim of this paper is to then identify strategies that can be implemented with the aim of positively impacting teacher well-being and, potentially, retention (Mitchell 2018; Education Support 2019). This systematic review involved a thorough search for literature in relation to teacher well-being. Upon identifying suitable literature, a theme in the literature was identified, and recommendations to address concerns relating to teacher well-being were made.
Keywords:well-being; eudaimonia; hedonistic; retention; attrition.
Cite as: Miriam Abdulkadir;(2023) 'In the midst of a well-being crisis, what can be done to positively impact teacher well-being?'. Research in Teacher Education, Vol 13 (No.2).
Are mainstream primary teachers adequately trained to communicate with pupils with autism? Perspectives from parents and teachers
Abstract:
The aim of this mixed methods research was to seek both parent and teacher perspectives regarding whether teacher training in primary mainstream education is effective when it comes to support for pupils with Autism Spectrum Condition (ASC), with a specific focus on effective communication. Questionnaires were used to gather data from both groups. Thematic analysis was used to identify common themes which aided in formulating conclusions and recommendations for teacher training regarding inclusive education for autistic pupils. Although the sample size was small, the key findings of this study showed that (1) the majority of teachers who responded felt that they had not received sufficient initial instruction regarding support for those with ASC, leading to a lack of confidence and perceived competence when it came to communication with autistic pupils, and (2) the majority of parents who responded did not feel that education is inclusive for their autistic children. Parents and teachers had differing perspectives about the communication methods used by mainstream schools. The study concluded that it is essential for both parties to work collaboratively in a meaningful way in order to maximise communication support.
Keywords:autism; communication; inclusion; teacher education; England.
Cite as: Phoebe Sutton-Watson and Kate Firks;(2023) 'Are mainstream primary teachers adequately trained to communicate with pupils with autism? Perspectives from parents and teachers'. Research in Teacher Education, Vol 13 (No.2).
The (not so) curious case of English teacher education: An outsider looking in
Abstract:
In every edition of Research in Teacher Education we publish a contribution from a guest writer who has links with the School of Education and Communities at the University of East London. Eline Vanassche is associate professor at KU Leuven Kulak (Belgium). She is a former Marie Skłodowska-Curie fellow at the University of East London (United Kingdom) and assistant professor at Maastricht University (the Netherlands). Her research focusses on the micro-meso-macro dynamics of educational practices, with specific interest in the meaning for being a teacher and teacher educator. Theoretically and methodologically, she considers educational practices as discursive practices, mediated through language. She employs qualitative research methods and interdisciplinary theories from both psychology and social sciences (a.o. frame analysis, positioning theory). Eline publishes widely on her research in ISI indexed journals, but also evidences a strong commitment to practice through more practitioner-oriented publications. She is an active member of the International Forum for Teacher Educator Development (InFo-TED) and serves on the editorial board of the European Journal of Teacher education. Eline’s full research profile is available on the KU Leuven website.
Cite as: Eline Vanassche (2023) ‘The (not so) curious case of English teacher education An outsider looking ins'. Research in Teacher Education, Vol 13 (No.2).