Research In Teacher Education - Volume 14, No. 1. May 2024
Research In Teacher Education - Volume 14, No. 1. May 2024
Editorial
We begin this issue of RiTE with an article from Paulet Brown-Wilsher and Ifeoma Dan-Ogosi that discusses a model for coaching doctoral students to enhance their well-being by providing personalized guidance to improve emotional, social and academic skills. The model aims to help students and supervisors collaboratively navigate challenges, set meaningful goals and develop strategies for sustained success, thereby reducing the risk of students not completing their studies.
Daniel J Ayres and Jenny Bosworth examine the disparity between male and female student teachers in UK PGCE teacher training programmes, noting that significantly fewer men enrol in primary initial teacher education (ITE) courses, with the number of male trainees decreasing over the past five years. Their paper explores perceptions and experiences of male primary student teachers and evaluates intervention measures by two ITE providers aimed at improving male completion rates, advocating for ongoing support and structured opportunities for discussion and research.
Steven McNichol explores the impact of role-play within ITE programmes, with a focus on how this can develop the confidence of trainee teachers to manage low-level disruption in the classroom. His research evaluated the potential of using role-play activities to improve the confidence of primary-phase trainee teachers to manage common low-level disruptive behaviours exhibited by pupils in the classroom during initial teacher training (ITT). Conceptually, silence has been widely accepted as an inherently useful tool. In instances of public speaking, it can be used to build anticipation, emphasise a particular point and even to enhance the atmosphere of delivery. Yet in education, there is a long history of its utilisation carrying negative connotations.
Mark Tsagas’ action research project challenges this longstanding adversarial predisposition and, in line with recent literature, evidences its strength as a pedagogical technique for enhancing student cognition, prompting active learning and facilitating deeper engagement. Karen Bugeja examines the inclusion of disabled students in a primary state school in the Maltese islands, highlighting significant challenges such as higher early school leaving rates and inadequate preparation for employment. Using a mixedmethod approach, the study found that prejudices among educators and inadequate training hinder true inclusion, leading to mere integration instead. The research underscores the need for effective training and advocates for a shift from a deficit thinking approach to a rights-based perspective on inclusion among educators and parents/guardians.
Fareeha Syeda Ziyan investigates the understanding, awareness and attitudes of Mental Health and Allied Professionals (MHaAP) towards working with children with Special Education Needs (SEN) in Pakistan. Using a questionnaire, the study identified five key factors influencing attitudes and awareness: education and training, policies and legislation, resource availability, cultural beliefs and collaboration with parents. The research suggests strategies to improve support for children with SEN and calls for future studies to include qualitative interviews and broader provincial representation to enhance comprehension of MHaAP's perspectives on SEN in Pakistan.
Our guest writer this month is Maria Assunção Flores. Maria is currently the Director of the Research Centre on Child Studies at the University of Minho, a member of the Council of the Info-Ted - International Forum for Teacher Educator Development, and on the Board of the Teacher Education Policy in Europe. She is currently executive director of the journal, Teachers and Teaching Theory and Practice and associate editor of the Journal of Teacher Education.
Maria’s article discusses the complex and multifaceted nature of quality in teacher education, highlighting the lack of consensus on what constitutes quality and how it should be assessed. It emphasizes the need to consider political, social and cultural contexts, and criticizes standards-driven approaches for potentially reducing the role of teachers to mere technicians. The article calls for a broader understanding of teacher quality that includes ethical, social and cultural dimensions, and advocates for a critical examination of what evidence is used to define quality and for what purpose.
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
Gerry Czerniawski
Download the editorial (PDF)
Articles
Article 1 - Unlocking Potential: The Transformative Power of Coaching for Doctoral Students
Abstract:
Coaching doctoral students to enhance their well-being involves personalised guidance to improve emotional, social and academic skills, fostering self-awareness, and promoting positive coping mechanisms. The goal is to navigate challenges collaboratively, set meaningful goals, and develop strategies for sustained personal and academic success. This paper proposes a model that, by introducing additional support from a coach, can mitigate issues that often lead to students failing to complete their studies. The model is designed to support supervisors and students in managing their work environment, building confidence, and aiding supervisors in supporting students. The potential benefits of this model are significant, given the limited literature on postgraduate studies, Coaching and well-being, despite the growing interest in this area.
Keywords: coaching in education; doctoral students; well-being; educational coaching model
Dr Paulet Brown-Wilsher and Dr Ifeoma Dan-Ogosi
Read Article 1 (PDF)
Article 2 - Men in Primary Teaching and Initial Teacher Education
Abstract
Through examination of the year-long PGCE (Postgraduate Certificate of Education) UK teacher training programmes, a disparity can be recognised as existing between the numbers of male and female student teachers on initial teacher education (ITE) courses. Over five times more women than men embarked on primary ITE courses (teaching children between 3 and 11 years old) in September 2019 (DfE, 2019), and the number and proportion of men undertaking training has been falling over the last five years.
Perhaps most significantly for ITE providers, a higher percentage of men than women fail to complete their training within the ten-month programme and thus to gain qualified teacher status (QTS). This paper sets out perceptions and potential experiences of male primary student teachers and the impact of intervention measures taken by two providers of ITE to address the issues to improve completion rates. The argument is made for promoting ongoing support combined with structured input and opportunities for male student teachers to discuss research and documented challenges faced by male teachers in an often female-dominated environment.
Keywords: Men; male; primary teacher training; ITE; PGCE; QTS; ECT
Daniel J. Ayres, University of East London
Jenny Bosworth, University of Leicester
Read Article 2 (PDF)
Article 3 - Using role-play to develop the confidence of primary-phase trainee teachers to manage low-level disruptive behaviour in the classroom
Abstract:
This research evaluated the potential of using role-play activities to improve the confidence of primary-phase trainee teachers to manage common low-level disruptive behaviours exhibited by pupils in the classroom during initial teacher training (ITT).
The research concluded that role-play activities improved the confidence levels of trainees to manage common low-level disruptive behaviours and that trainees who participated in these activities were more confident at the end of training than those who did not. The primary benefit of the role-play activities was the opportunity for trainees to rehearse strategies and responses to low-level disruptive behaviours in a low-stakes context.
Keywords: Pre-service teachers; behaviour management; role-play.
Steven McNichol
Associate Dean for Teaching and Learning, Bishop Grosseteste University, Lincoln
Read Article 3 (PDF)
Article 4 - Does ‘Silence’ have a place in Higher Education? Exploring the effectiveness of ‘positive silence’ as an instrument of pedagogy
Abstract:
Conceptually, silence has been widely accepted as an inherently useful tool. In instances of public speaking, it can be used to build anticipation, emphasise a particular point and even to enhance the atmosphere of delivery. Yet, in education there is a long history of its utilisation carrying negative connotations. This action research project challenges this long-standing adversarial predisposition and, in line with recent literature, evidences its strength as a pedagogical technique for enhancing student cognition, prompting active learning and facilitating deeper engagement.
Keywords: Pedagogy; positive silence; oppressive silence; Multiple intelligence theory; active and deep learning
Mark Tsagas
Royal Docks School of Business and Law, University of East London
Read Article 4 (PDF)
Article 5 - 'He is very happy. Yeah, he’s actually laughing': A holistic insight into inclusive education in a Maltese primary school
Abstract:
This article presents specific findings from a Master’s degree thesis (Bugeja, 2023) that sought to investigate the inclusion of disabled students in a primary state school in the Maltese islands. The rationale underpinning the research was inspired by figures extracted from European Agency for Special Needs and Inclusive Education EASNIE (2019/2020), which indicated that 97% of disabled students attend mainstream schools.
However, the rate of early school leavers among these students is significantly higher than that of their non-disabled counterparts (Gauci et al., 2021, citing latest EU data). Consequently, disabled students are inadequately prepared for the world of employment (Mugliette, 2020). In light of these concerning findings, the primary objective of this paper is to present the concept of inclusion in a primary state school from a holistic perspective, highlighting the protagonists of education, the students.
A mixed-method approach utilising a qualitative-driven embedded design (Creswell & Plano Clark, 2011) was employed, involving triangulation through interviews, questionnaires, and a focus group. The findings revealed prejudices among educators, who believed that not all students are eligible for inclusion, attributing learning failure to impairments. These biases were more nuanced in the feedback provided by the Learning Support Educators (LSEs), while all participating students concurred that all students, irrespective of their diversity, can learn together.
Other findings indicated that the support system in place may hinder social inclusion, leading to integration rather than inclusion. These findings may be attributed to the lack of effective training in the field of inclusion, a predominant theme throughout the research. The study has conveyed a deeper understanding of the challenges posed by the inclusion of disabled students in the researched school. It also underscores the importance of training and strongly advocates for a shift among educators and parents/guardians from a deficit-thinking approach to a rights-based perspective on inclusion.
Keywords: Inclusive education; Malta; disabled; social inclusion; LSE
Karen Bugeja
University of East London
Read Article 5 (PDF)
Understanding mental health and allied professionals’ awareness: attitudes towards supporting and working with children with SEN in Pakistan
Abstract:
The intersection of Special Education Needs (SEN) and Mental Health and Allied Professionals (MHaAP) in Pakistan is largely unexplored, prompting the researcher’s need to investigate MHaAP’s understanding, awareness, and attitudes towards working with children with SEN. Through a questionnaire, quantitative and qualitative data from MHaAP across 2 provinces were gathered and analysed via descriptive statistics and thematic analysis, revealing five key factors influencing MHaAP attitudes and awareness: education and training, policies and legislation, resource availability, cultural beliefs, and collaboration with parents.
In light of these findings, strategies were identified by the researcher to enhance the quality of support and care for SEN children in Pakistan. Future research should include qualitative interviews and representation from all provinces, and should address language barriers for a more comprehensive understanding of MHaAP attitudes and awareness towards children with SEN in Pakistan.
Keywords: SEN; MHaAP(mental health and allied professionals); Pakistan
Fareeha Syeda Ziyan
University of East London
Read Article 6 (PDF)
Guest Article - Quality Teacher Education: Threats and Possibilities
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. Maria Assunção Flores works at the University of Minho, Portugal. She received her PhD in Education at the University of Nottingham, UK, in 2002. She was the Chair of the International Study Association on Teachers and Teaching (ISATT) (2013-2015) as well as of the International Council on Education for Teaching (ICET) (2011-2015). She is currently the Director of the Research Centre on Child Studies at the University of Minho, and a member of the Council of the Info-Ted - International Forum for Teacher Educator Development, and of the Board of the Teacher Education Policy in Europe. She is currently executive director of the journal Teachers and Teaching Theory and Practice and associate editor of Journal of Teacher Education. Her research interests are teacher education and professionalism, teacher evaluation and professional development, curriculum, assessment and leadership.
Maria Assunção Flores
University of Minho, Portugal
Read the Guest article (PDF)