Educating about and through Research

One of the key elements of figurational sociology is the emphasis on understanding complex networks of interdependencies in which people are involved. The focal point of this paper is the process of initial teacher training (ITT) and the relationships of which student teachers are part during their ITT course. The paper does not look at what student teachers ought to think; rather, it is an exploration of why student teachers may think the way they do. The paper uses data which were collected as part of a larger project funded by a Teacher Training Agency small research grant. Results suggest that student teachers value aspects of their course differently. In particular, student teachers value university practical sessions and school-based experiences over university-based theory sessions, which are considered irrelevant to the actual practice of teaching. Despite attempts by university tutors to engage student teachers in academic discourses about the nature of physical education (PE), student teachers' perceptions of PE did not change during their course. Further, student teachers perceived conflict between the university-based theoretical elements and the school-based elements of the course.

This article reports on a case study where students of Initial Teacher Education in Spain and Germany collaborated with in-service teachers from around Europe on the theme of Foreign Language materials development. It examines to what extent engagement in this model of virtual exchange contributes to student teachers’ and in-service teachers’ intercultural and didactic competence development. The study also explores how students’ perspectives on teaching foreign languages and their future profession change through collaboration with in-service teachers and how the student teachers’ and in-service teachers’ roles unfold in this type of collaboration. It is based on a qualitative content analysis of focus-group interviews, learning portfolios, recordings of online meetings, and questionnaires with open-ended questions. The findings indicate that this type of collaboration can reduce the gap between theory and practice: through the classroom experiences of in-service teachers, student teachers gain intercultural, professional knowledge and motivation, while in-service teachers gain knowledge about recent methodologies and technology through the alternative perspective of student teachers. We use the findings of our study to make recommendations on how other teacher trainers can use this Virtual Exchange model in the classroom.

The paper is devoted to the consideration of the problem of finding approaches to assessing the level of formation of teachers’ readiness for research activities, as one of the important components of their professional practice. Recognition of the significance of the phenomenon under consideration in the educational sphere and the realization that the system of pedagogical support for research activities of future teachers in pedagogical higher educational institutions, and teachers in the system of raising their qualifications to some extent outdated, require their substantial renewal. In this connection, the problems of searching for approaches to the study of ways of forming teachers’ readiness for research activities become relevant, which makes it necessary to build a model of such readiness itself. The aim of the paper is to analyze the state and develop a model of readiness for research activities of students of a pedagogical higher educational institution and teachers of educational institutions. The main research methods are theoretical analysis of scientific and psychological-pedagogical literature devoted to the problem of research, testing of teachers of general educational institutions, bachelors and masters studying at a pedagogical university, methods of mathematical processing of statistical data. Means of researching the problem posed is criterion-based questionnaire-test tools, which allow to identify correlation dependencies between the indicators of the components of readiness for research activities and the levels of its formation. The study was conducted on the basis of the Krasnoyarsk State Pedagogical University named after VP. Astafyev with the participation of bachelors, master and teachers of educational institutions. The analysis of the state of the problem of research activities in the training of future teachers in a pedagogical university and teachers of educational institutions based on questionnaire and test diagnosed tools revealed correlations between the indicators of the four components in the structure of students’ readiness for research (motivational, cognitive, activity, reflexive) and levels this readiness (student, practitioner, theorist, research leader). The obtained dependencies and research data allowed to form a model of readiness for research activities of students of a pedagogical university and teachers of educational institutions, describing the degree of formation of each component at each level. The article materials may be useful for the organization of computer diagnostics of the readiness in question. Such diagnostics will not only allow automated identification of the level of readiness for research activities, but also give recommendations on the development of a particular characteristic, show how close the respondent is to the next level and what he needs to do to do this.

Background: In exploring the complexity of teaching, scholars have suggested that greater attention needs to be paid to the teachers' thoughts and actions and to how these affect quality teaching. Up to today, very few studies have investigated the relationship between teachers' beliefs and practices even though it has an important role to play in teaching. Whilst general research on primary teachers in physical education has been conducted, no research has yet specifically described trainee primary teachers' beliefs and practices about physical education. Purpose: The purpose of this study is to describe two trainee primary teachers' beliefs and practices in physical education during their student teaching. Participants and setting: Two trainee primary teachers, Marita and Anna, who attended a university in Cyprus, voluntarily participated in the study. Marita and Anna were in the fourth year of their programme during their student teaching course and they had already taken a compulsory methodology course on teaching elementary physical education and the course on early field experiences. Data collection: Data were collected through interviews (formal and informal), field observations, journals and document analyses (unit and lesson plans). Data analysis: Data from all sources were analysed inductively via individual-case and cross-case analysis. Data sources were analysed individually for each participant and then compared across data sources. Through multiple and careful examination of the data, the key links, properties, themes, and patterns in the data were identified in order to locate common categories. Based on this process, the data were organised and sorted into three major thematic clusters: subject matter, social sensitivity, and pedagogy. Within the thematic clusters there were several categories. Trustworthiness: To ensure the soundness of the data collection and analysis, four strategies were employed. First, triangulation was used to ensure that the findings were accurate. Second, data were scrutinised for negative cases that would dispute or undermine the interpretations. Third, two peer-debriefers were used to share developing interpretations and to challenge the researcher to support interpretations with data. Finally, member checks were conducted. Findings: The two trainee teachers believed that the major purpose of physical education is to provide students with opportunities to develop their psychomotor, cognitive and affective skills. Evidence from this study indicated that the participants not only articulated these views but also practised them in teaching. Both participants believed that physical education has the same status as the other subject areas in the school curriculum. The most important message the two trainee teachers wanted to convey to their students was that physical education is more than free play and similar to other subject areas in the curriculum. The two trainee teachers treated students of both genders equally and expected all students to participate in the learning activities. The way the participants in this study organised and delivered instruction and provided practice for students was a combination of teacher-mediated and student-mediated formats. Conclusions: Two major conclusions are drawn from the study. The first is that trainee teachers' beliefs play a significant role in designing and implementing meaningful teaching tasks that may affect student learning. This study suggests that teaching experiences can provide trainee teachers with powerful personal understanding of teaching practices. It is also clear that learning to teach physical education is a process which develops over time and it is affected by the trainee teachers' beliefs. A second conclusion from the study is that teacher education programmes can train trainee primary teachers to implement quality lessons in physical education. It seems that the methods course and teaching experiences forced the two trainee teachers to develop firm beliefs about good teaching practices. Reflective inquiry courses that provide trainees with a theoretical knowledge base about effective teaching in physical education and use reflective strategies that attempt to surface, challenge, and transform trainees' beliefs seem to be promising.

This article reports on research undertaken to understand the impact on primary student teachers’ professional learning when school-based mentors explicitly share their expertise through discussing some of the ‘Learn how to’ statements from the Core Content Framework for Initial Teacher Training, introduced by the Department of Education in 2019 to establish minimum entitlement for all student teachers. Initial Teacher Education has become more school-based and the role of school-based mentors is increasingly significant. Primary student teachers took part in an online survey, and school-based mentors in focus group discussions, to explore the impact of weekly expert guidance meetings and how these might be improved. Student teachers valued learning from school-based mentors when they shared their expertise in an explicit, well-contextualised way but this practice was not fully embedded across schools. Mentors were keen to share their expertise with student teachers, and identified the importance of structured, dedicated time to discuss the ‘learn how to’ statements, tailored to individual needs, and for student teachers to identify specific follow-up actions to apply to their developing practice. Mentors identified ways in which such discussions might have greater impact through, for example, developing their knowledge of the curriculum of the ITE provider.

Professional teacher communities appear to be positively related to student learning, teacher learning, teacher practice and school culture. Teacher collaboration is a significant element of these communities. In initial teacher training as well as in‐service training and other initiatives for teacher learning, collaborative skills should be addressed in, for example, collaborative learning tasks, supported with technology. In this study, eight learning tasks of three initial teacher training programmes were investigated concerning the collaboration of 41 student teachers. Various task elements (structure, learning goal and content) affected the participation of student teachers in the tasks, their interaction, and the nature of their communication. The results indicate that reflection‐oriented tasks stimulated participation, and in combination with task structure also interaction. Structured tasks which required critical reflection on personal experiences and perspectives triggered task‐related communication and a deep level of information exchange.

This article is about teaching undergraduate student primary school teachers and is concerned with the pedagogical approaches that will support students as they move into the culture of the primary school and learn a professional identity as a teacher of young children. The paper draws on data from interviews with men student teachers, who, as a numerical minority, are in a context which obliges them and me to notice their gendered identities. What teaching approaches might help students to notice the assumptions shaping their perceptions and others' perceptions of them? How might the process of ITT suggest to student teachers that alternatives are possible? What sort of teacher/student relationship and interaction could help students to rethink themselves as teachers? Active encounters, detail, sensitivity and difference are put forward as important themes to underpin a pedagogy for primary Initial Teacher Training which prioritises conversations and relationships.

In March 2020, universities in China transitioned to online education in response to the COVID-19 pandemic and intensified the focus on collaboration in online learning. However, little is known about the impact of undertaking online collaborative learning (OCL) on student teachers’ views about the process and about their own teaching and learning. This qualitative study examined 18 student teachers’ views about their experience of OCL and the way it affected them as learners and future teachers. The participants reported that OCL helped them develop varied views of learning and had a positive effect on their views about the future use of OCL. They saw their personal experience of OCL as an important aspect of their development as teachers. These findings highlight ways that online learning can shape the views and professionalism of student teachers. Future teacher training programs can provide OCL as a teaching experience at an early stage to help transform student teachers’ self-understanding from that of a student to that of a teacher. The findings of this study further reveal that online collaborative teacher training offers student teachers an opportunity to collaborate, discuss, and reflect on their professional development as teachers. This encourages teacher educators to reconsider how new forms of practice and teaching theories can be woven together more effectively in post-COVID teacher training.

This paper emanates from a study that analysed the critical reflection of teacher researchers as they talked about their investigations of the home cultures and literacies of a small group of children from socioculturally diverse family contexts. The collaborative research enterprise was undertaken by university and teacher researchers. The important role that collaborative teacher research and social interaction played in the critical reflection and co-construction of professional understandings in the project is the focus of this paper. The teacher researchers’ theorising about the complexity of their work as a result of the collaborative enterprise is discussed. Through the voiced research and critical reflection of the teachers, it has become obvious that their life’s experiences and resources are powerful in their pedagogical theorising. Teachers comment on the way in which they are positioned by ‘the system’ as technicians and how they experience tension between their own professional and primary discourses and that of the system. It is suggested that teachers be given opportunity within their work sites to enter the conversations about curriculum, pedagogy and change in knowledgeable and meaningful ways that are grounded in collaborative reflection and research. This paper explores the critical reflection and the social construction of new understandings about the complexity of teachers’ work that occurred in a collaborative research project carried out by a university-based researcher and four school-based early years teacher researchers. It will show how the collaborative research process facilitated critical reflection on previously unquestioned or unconsidered issues about the teachers’ work. The paper has been written by the university researcher under the watchful eye of the teacher researchers who want to remain anonymous. Their pseudonyms have been used. When the terms of this project were negotiated among the group, it was agreed that the voices of the teachers would always be reported authentically and anonymously. It was also agreed that any theorising, integrated language analysis (Freeman, 1996) or reporting that might be carried out, would be done by the university researcher That is not to say that the teacher researchers have not spoken about their involvement in the project to colleagues in professional development forums and conferences. Nor is to say that the teachers were not privy to the analysis process. It is to say that written reports for publication are to be done by the university researcher.

This paper explores final year pre-service teachers’ perceptions on the key elements critical to support successful final year in-school clinical experience. The paper also focuses on how teacher education program helps prospective teachers move from being a student to a professional able to take responsibility for others. The paper is an outcome of a survey targeted to 104 TESL student teachers who had undergone 14 week guided clinical experience in various schools in Malaysia. Additional qualitative data were gathered via a focus group interview. The key elements identified by student teachers for successful school placement are effective communication especially in building positive personal and professional relationships with mentor teachers and supervisors. Concerns were also raised about the need to fulfill the needs of diverse groups of learners. Pre –service teachers also highlight the need to gain information related to their decision in teaching. Keyword: Pre-service clinical experience, teacher training, effective communication

In the broadest sense, the goal for primary science teacher education could be described as preparing these teachers to teach for scientific literacy. Our starting point is that making such science teaching accessible and desirable for future primary science teachers is dependent not only on their science knowledge and self-confidence, but also on a whole range of interrelated sociocultural factors. This paper aims to explore how intersections between different Discourses about primary teaching and about science teaching are evidenced in primary school student teachers’ talk about becoming teachers. The study is founded in a conceptualisation of learning as a process of social participation. The conceptual framework is crafted around two key concepts: Discourse (Gee 2005) and identity (Paechter, Women’s Studies International Forum, 26(1):69–77, 2007). Empirically, the paper utilises semi-structured interviews with 11 primary student teachers enrolled in a 1-year Postgraduate Certificate of Education course. The analysis draws on five previously identified teacher Discourses: ‘Teaching science through inquiry’, ‘Traditional science teacher’, ‘Traditional primary teacher’, ‘Teacher as classroom authority’, and ‘Primary teacher as a role model’ (Danielsson and Warwick, International Journal of Science Education, 2013). It explores how the student teachers, at an early stage in their course, are starting to intersect these Discourses to negotiate their emerging identities as primary science teachers.

Engagement with Comprehensive Sexuality Education (CSE) as part of teacher education remains a relatively unexplored field in the Ibero-American context despite broad agreement on the need to prepare qualified professionals. This study examined current trends in CSE implementation by focusing on prevailing attitudes among trainee teachers, instructional strategies, and outstanding challenges in initial teacher education and training contexts. Using a systematic literature review and a systematic mapping approach informed by the PRISMA guidelines, eighteen peer-reviewed articles were identified and analysed. The findings revealed generally positive attitudes among trainee teachers towards the teaching of CSE but stressed the importance of adequate professional preparation. The review concludes that the integration of CSE into initial teacher training programmes is both increasingly valued by trainee teachers and teacher education institutions, although significant challenges remain in equipping trainee teachers with the competencies required to effectively address sexuality education.

It was the aim of this pilot study to investigate ELT (English Language Teaching) student teachers’ and teacher trainers’ views on the use of the EPOSTL (The European Portfolio for Student Teachers of Languages) in pre-service language teacher education of a Turkish state university. Upon the implementation of the EPOSTL as a reflection tool for the second semester of 2010, 25 student teachers and 4 teacher trainers were interviewed through the questions prepared and piloted. The findings indicated that both student teachers and teacher trainers found the use of the EPOSTL beneficial in terms of reflection, self-assessment and awareness. In the light of the findings, it is proposed that the EPOSTL should not only be integrated into teacher education programmes but also be converted into an online format to make it more convenient for the student teachers.

The role that schools play in the detection of and intervention into child abuse is fundamental. This study investigates and compares knowledge of child abuse among trainee teachers and in-service teachers in Spain. To this end, a total of 224 teachers (144 teachers in training and 80 teachers in service) working in Early Childhood Education and Primary Education participated in this study, using self-developed scales (Scale of knowledge of child abuse, Scale of action against child abuse, Scale of aspects for improvement in child abuse). The results indicate that there are no significant differences between trainees and teachers in the previous training and in the level of knowledge and action in relation to child abuse. However, significant differences were found in the cases detected and intervened in, with a greater number of teachers in service having detected and acted on cases of child abuse. In regard to the interest in improving the way that child abuse is dealt with, teachers in training obtained a higher average score. In conclusion, we note that the relationship between knowledge about child abuse, action taken and the aspects for improvement is significant and positive, so if a teacher has more knowledge about child abuse, he or she will also know how to act better and will have greater interest in implementing improvement measures.

Competence in using information and communications technology (ICT) in teaching is required for Qualified Teacher Status and considerable attention is given to acquiring skills during initial teacher training and school experience. In the past, in secondary schools (ages 11-18 years), serving and student teachers of the more numeric subjects (sciences, social sciences, technology and maths) generally reported more positive views and use of ICT than their fellows of the less numeric subjects such as humanities and languages. However, there appeared to be considerable variation amongst individuals within subjects. Explanations of individual variation were explained by access to ICT equipment, preparation and opportunities for student teachers to use ICT in school experience, compatibility of views of ICT use amongst teacher mentors and their colleagues and competing demands on student teachers' time and energy. Both general trends and individual cases are considered in this article. Findings suggest that positive views and actual use of ICT in teaching have increased considerably in recent years. A sample of student teachers and teacher mentors were able to describe a range of uses of ICT; they valued ICT highly but generally less than teaching skills such as planning, preparation and class management.