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Innovations and Development in Initial Teacher Education

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Innovations and Development in Initial Teacher Education Innovations and Development in Initial Teacher Education A selection of conference papers presented at The 4th ESCalate ITE conference, University of Cumbria - 16th May 2008 Edited by Dr Alison Jackson, University of Cumbria Innovation and Development in Initial Teacher Education A selection of conference papers presented at The 4th ESCalate ITE conference, University of Cumbria, Carlisle campus 16th May 2008 Edited by Dr Alison Jackson, University of Cumbria Innovations and Development in Initial Teacher Education 1. The use of exemplification materials and descriptors to embed the 2007 7 revised standards for qualified teacher status (QTS) and to challenge trainee teachers to go beyond ‘satisfactory’. An analysis of feedback over the first year (2007-8). Kevin Mattinson and Andrew Connell: Keele University 2. Using Portfolios and Learning Journals in ITE 23 Lawry Price: Roehampton University 3. An Investigation into the Implementation of Using an Eportfolio as 30 a Record of Professional Development for Initial Teacher Trainees Robert Heath, Marc Smale and Sarah Weatherhead: University of Wolverhampton 4. Rights, roles and responsibilities 39 Sarah Weatherhead and Clair Jenkins: University of Wolverhampton 5. Teaching and Learning Project Report: Auditing and Assessing Subject 47 Knowledge in Initial Teacher Training using Online Method David Longman, Lynne Jones, Kerie Green and Barbara Kurzik: University of Wales, Newport 6. Embedding education for sustainable development in the Art and 53 Design curriculum: a digital media project with student teachers Pip McCormack: London South Bank University 7. Children and Diversity, the Effects of Schooling, and Implications for Initial 60 Teacher Education Sally Elton-Chalcraft: University of Cumbria 8. Welcome to the Creativity Café: Developing a network of shared creative 74 teaching practice amongst academic staff. Josie Harvey: University of Huddersfield 9. New Values – New Careers: examining the values of newly qualified teachers 82 in Norway, Germany and England Gerry Czerniawski: University of East London 10. Reflecting on Reflection: Towards a critical appraisal of ‘Learning about 97 Learning’ within Initial Teacher Education Kevin J. Flint and Deborah Robinson: Nottingham Trent University 11. From Values to Vocation: Designing and delivering Primary PG Masters 110 Modules at St Mary’s University College Maureen Glackin, Maria James: St Mary’s University College 12. Developing articulation of critical reflection in ITE: writing at Masters 116 level for a Professional Learning Portfolio Ruth Heilbronn, Shirley Lawes, John Yandell: Institute of Education, University of London 13. ‘Tell me what to do?’ 125 Andrew Slater, Susan Shaw, Andrew Read, Donna Hurford: University of Cumbria 2 Contents 14. Alternative and International Experiences 135 Tracy Whatmore: Newman University College, Birmingham 15. The use and development of ‘Teachers’ TV’ to support Initial Teacher 142 Training and in-service teachers’ Continuing Professional Development Jane Dixon: University of Cumbria 16. Developing Better Teachers; Innovative practice 146 within a standards based framework Peter Cook, Daryll Griffiths, Karen Griffiths, Sue Horder: Glyndwr^ University (formerly North East Wales Institute of Higher Education - NEWI) 17. Initial teacher education and the management of pupil behaviour: 153 what experiences, resources and interventions do students find helpful? Terry Haydn: University of East Anglia 18. Every Child/Youth Matters, a government programme for welfare reform; 160 the research findings of a Pilot Study conducted for a PhD research project that is focused on: exploring the impact of the Every Child/Youth Matters programmes on professional practice across the agencies of education, social services, health and youth justice Christine Hough: University of Cumbria 19. Initial teacher education - a sabre tooth tiger curriculum? 170 The evolving role of the teacher in Children’s Centres: implications for changes in initial teacher education Anne Renwick and Lin Savage, University of Cumbria 20. Investigating language for learning – 178 A collaborative approach in four primary schools Sue Hughes, Jane Andrews, Christine Screech: University of the West of England (UWE) 21. Travels with PowerPoint. Reflections on using slideware in teaching 187 John Lodge: Roehampton University 22. Ways of working with a school science technician during teaching practice; 196 perceptions of trainee science teachers Elaine Batchelor: University of Leicester 23. The process of changing identity: 204 Pit Stops and Magic Moments of New Teacher Educators. Elaine Batchelor and Carmen Mohamed: University of Leicester 24. An Olympic ITE Curriculum: how to become part of the legacy 212 Background Paper and Outcomes of a Round Table Discussion Neil Herrington: University of East London Glossary of Acronyms 221 3 Innovations and Development in Initial Teacher Education Introduction David Longman, Lynne Jones, Kerie Green The 2008 ESCalate Initial Teacher Education and Barbara Kurzik from the University of conference was held at the Carlisle campus Wales, Newport present a report on their of the University of Cumbria. The conference project to develop online tools for is firmly established in the Initial Teacher assessment of subject knowledge in Education calendar and attracted a wide teacher training. They recommend to us the range of symposia, workshops and round considerable potential of such tools. tables of a very high standard. This booklet draws together papers from the conference Pip McCormack from London South Bank and will be of interest to all staff in schools University argues that student teachers need and Higher Education Institutions concerned to be given the opportunity to explore the with Initial Teacher Education. There is a complexities of Education for Sustainable wide selection of topics in these papers Development and outlines a case study which reflects the equally wide-ranging which highlighted this need. conference themes. Thanks are due to all our contributors who have provided the sector Sally Elton-Chalcraft from the University of with such a wealth of interesting and Cumbria discusses children and diversity thought-provoking papers. and shares her findings from research conducted in English and German primary Kevin Mattinson and Andrew Connell from schools into children’s multicultural Keele university start us off with an in-depth awareness. study of the revised standards for classroom teachers (TDA, 2007) and The theme of Creativity is discussed by discuss exemplification materials for the Josie Harvey from the University of assessment of trainee teachers. Huddersfield whoand suggests to us the benefits of University Creativity cafés. Lawry Price from Roehampton University asks us to consider anew the widespread What happens to our student teachers once use of portfolios and learning journals and they are out in the world? Gerry Czerniawski challenges us to question the value and from the University of East London considers purpose of these learning tools. the experiences of a sample of Newly Qualified Teachers from Norway, England Robert Heath, Marc Smale and Sarah and Germany faced with the global trends of Weatherhead from the University of convergence and homogenisation. Wolverhampton guide us through the possibility of making the Record of Kevin Flint and Deborah Robinson from Professional Development for the Nottingham Trent University Standards into an electronic rather than raise questions concerning the need for a paper – based system. more differentiated language of reflection. They ask us to examine with them forms of Sarah Weatherhead and Clair Jenkins from reflection used within ITE and give us the University of Wolverhampton introduced suggestions to continue the debate. and embedded e-portfolios into Level One teaching modules with an aim to developing Maureen Glackin and Maria James from St reflection. Mary’s University College share with us their journey into Masters level PGCE and offer a glimpse into the transformational potential of Masters. 4 Introduction Ruth Heilbronn, Shirley Lawes and, John Every Child Matters is not a momentary Yandell from the Institute of Education, whim and Christine Hough from the University of London discuss Masters level University of Cumbria reminds us of its and its implications for the teaching importance with an in-depth investigation of profession, with particular reference here to the questions raised by, and findings of her the development of critical reflection. study to date. Do your students expect you to tell them Anne Renwick and Lin Savage from the what to do? Andrew Slater, Susan Shaw, University of Cumbria suggest a need to Andrew Read and Donna Hurford from the reflect the developing role of Early Years University of Cumbria explain teachers and prepare them for the a new Education Studies course which looks complexities of leading pedagogy in multi- to develop independent learning and give agency teams within Children’s Centres. opportunities for reflection and collaborative engagement. Sue Hughes, Jane Andrews and Christine Screech from the University of the West of Tracy Whatmore from Newman University England (UWE) report on their research into College, Birmingham shares ideas on the inter-relationships between language and alternative and international placements learning and their intention to develop with us. The report on the ESCalate trainees’ understanding of children’s Placement Plus Day to which she refers
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