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Book part
Publication date: 25 September 2020

Aileen Kennedy and Nicola Carse

This chapter explores the idea of Masters-level Initial Teacher Education (ITE), beginning by looking at the wider global context which reflects a drive towards increasing…

Abstract

This chapter explores the idea of Masters-level Initial Teacher Education (ITE), beginning by looking at the wider global context which reflects a drive towards increasing Masters-level ITE, but with limited empirical evidence as to its effectiveness and a variety of claims as to its potential impact. It then goes on to examine aspects of the policy context in Scotland that influence a growing move towards increased Masters-level ITE. This is followed by an overview of current practices, identifying three broad approaches: credits in courses, integrated Masters and full Masters. This chapter concludes by suggesting that while the direction of travel is clear, the underpinning rationale is much less so.

Article
Publication date: 11 April 2016

Penny Lamb and David Aldous

A priority for initial teacher education (ITE) is the development of reflection by pre-service teachers (PSTs) in preparation for transition towards qualified teacher status…

1016

Abstract

Purpose

A priority for initial teacher education (ITE) is the development of reflection by pre-service teachers (PSTs) in preparation for transition towards qualified teacher status. Whilst much literature exists on the practice of reflection, little attention has been placed on under-standing and developing the processes that inform this practice. Drawing upon the concepts of strong structuration theory (SST), the purpose of this paper is to draw attention to the role Lesson Study can play in developing PSTs’ processes of reflexivity whilst enhancing their reflective practice.

Design/methodology/approach

Participants were two cohorts of Secondary Physical Education PSTs (n=40), completing a Postgraduate Certificate in Education course (PGCE). Action research methodology was adopted during school placements, when PST dyads engaged in cycles of Lesson Study. Data obtained through group discussion boards, questionnaires, group and individual interviews, were subjected to inductive analysis, comparing key patterns to locate themes.

Findings

Drawing upon illustrations collated when exploring the enhancement of their reflective practice, the findings illustrate how PSTs (agents-in-focus) were able to pre-reflectively and critically draw upon embodied dispositions and practices to engage with the external structural elements of their training programme. Such interactions enabled them to demonstrate enhanced forms of active agency and knowledge, developing practices beyond traditional support structures of the training programme.

Originality/value

In drawing upon these illustrations, this paper explores how the application of SST further enhances understanding of the underlying reflexive processes that shape PST’s interaction with the structures of ITE. Furthermore, it draws attention to the part Lesson Study can play in developing creative, confident and reflective pedagogy by PSTs. In doing so this paper contributes to the growing body of literature that illuminates how Lesson Study may enhance the experiences and professional development of PSTs.

Details

International Journal for Lesson and Learning Studies, vol. 5 no. 2
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 12 October 2015

Penny Lamb

The purpose of this paper is to explore a model of Lesson Study owned entirely by pre-service teachers (PSTs), conveying its potential to facilitate mutual spaces of learning…

Abstract

Purpose

The purpose of this paper is to explore a model of Lesson Study owned entirely by pre-service teachers (PSTs), conveying its potential to facilitate mutual spaces of learning between peers beyond formal hierarchical relationships with expert teachers. Fuller’s (1969) conceptual framework of teacher development informed the study, consisting of self, task and impact “phases of concern”.

Design/methodology/approach

Participants were secondary physical education PSTs (n=17), completing a university-led postgraduate certificate in education course. Action research methodology was adopted during school placements, when PSTs engaged in Lesson Study with peers. Data obtained through a group discussion board, individual questionnaires and interviews, were subjected to inductive analysis, with key patterns compared to locate themes.

Findings

All PSTs felt Lesson Study contributed positively to their training, reinforcing perceived benefits of cycles of action for planning, observing a lesson, reviewing and adapting the plan before re-teaching the revised plan. Findings reveal increased confidence in reducing self and task concerns through four emergent themes: acquiring content and pedagogical knowledge; developing the planning process; understanding individual learners’ needs; and embedding reflective practice. Mutually supportive peer-learning environments created pedagogic space beyond formal mentoring processes, augmenting learning to teach and the understanding of learners’ needs.

Research limitations/implications

Endorsement of Lesson Study by PSTs as a method of engaging in a positive peer-learning climate suggests the workability of this model.

Originality/value

Findings contribute to existing literature exploring the effectiveness and impact of Lesson Study within initial teacher education.

Details

International Journal for Lesson and Learning Studies, vol. 4 no. 4
Type: Research Article
ISSN: 2046-8253

Keywords

Book part
Publication date: 23 August 2022

Jessica Cira Rubin and David Taufui Mikato Fa'avae

The New Zealand Teaching Council recently published Tapasā, a touchstone document to support non-Pasifika teachers in considering how their practices might be more culturally…

Abstract

The New Zealand Teaching Council recently published Tapasā, a touchstone document to support non-Pasifika teachers in considering how their practices might be more culturally sustaining for Pasifika students, signaling continued national recognition of the need for teachers to inquire into their teaching practices as culturally informed and situated. In this chapter, we see this call as an invitation to look critically at the content of our initial teacher education literacy classes, and also to look critically at the methods of instruction and assessment. In our framing and analysis, we draw on several aspects of Tierney's (2018) framework for global meaning making, including “interrupting existing frames.” Despite Aotearoa New Zealand's official foundation in biculturalism, Indigenous ways of knowing have been historically marginalized in official schooling spaces, so there is a continuing need for rigorous interrogation of curriculum and practices that continue to privilege settler colonial perspectives and values. Using diffractive text analysis and talanoa vā, we explore the processes and first wave of insights to arise through a collaborative effort to decolonize some aspects of literacy teacher education curriculum.

Book part
Publication date: 29 November 2019

Fay Baldry and Colin Foster

This chapter considers ways in which lesson study may be introduced and sustained within the school–university partnerships that already exist within an initial teacher education …

Abstract

This chapter considers ways in which lesson study may be introduced and sustained within the school–university partnerships that already exist within an initial teacher education (ITE) course. In particular, the authors describe the challenges and opportunities associated with ITE lesson study partnerships and ways in which lesson study can deepen and even transform the nature of the school–university partnership. The authors draw on third-generation Cultural-Historical Activity Theory (Engeström, 2001) to highlight pre-service teachers’ roles as ‘boundary crossers’ between the activity system of the university ITE course and the activity system of the school department in which they are placed. The authors argue that pre-service teachers, despite their inexperience as teachers, have an important opportunity to introduce the practices of lesson study that they are learning about into the schools in which they are placed. They are also able to promote approaches to lesson planning and observation that support the values of the course and thus, through mentor development, strengthen the school–university partnership more widely than the specific lesson studies carried out. The authors outline three models for productive ITE lesson study partnerships, and argue that even a relatively small number of lesson study events throughout the school year can establish the beginnings of a transformation in the school culture away from a performative focus on evaluating the teacher and towards a more productive focus on school students’ learning. This, in turn, deepens the partnership between university and school by aligning both parties more closely around a shared focus on studying learning.

Details

Lesson Study in Initial Teacher Education: Principles and Practices
Type: Book
ISBN: 978-1-78756-797-9

Keywords

Book part
Publication date: 29 November 2019

Nina Helgevold and Chris Wilkins

Recent decades have seen a growing consensus that as the demands on teachers becomes increasingly complex, improving the effectiveness of both initial teacher education (ITE) and…

Abstract

Recent decades have seen a growing consensus that as the demands on teachers becomes increasingly complex, improving the effectiveness of both initial teacher education (ITE) and career-long professional development is key to school improvement. ITE in particular has been for too long polarised at policy level, between ‘theory-led’ and ‘practice-led’ approaches. This chapter discusses how this polarisation is simplistic and unhelpful and highlights the benefits of the more constructive orientation towards a synergistic relationship between theory and practice that can occur, particularly when schools and universities collaborate closely in bringing new teachers into the profession. This chapter sets the scene for subsequent chapters in this book by signalling the potential for the collaborative inquiry-based lesson study model into ITE to enhance partnerships between schools and universities and contribute to a smooth transition from ITE into lifelong professional learning.

Details

Lesson Study in Initial Teacher Education: Principles and Practices
Type: Book
ISBN: 978-1-78756-797-9

Keywords

Article
Publication date: 14 November 2023

Nicole Mockler

The purpose of this paper is to explore the reform of initial teacher education (ITE) policy in Australia over a 25-year period from 1998 to 2023. It examines policy shifts and…

Abstract

Purpose

The purpose of this paper is to explore the reform of initial teacher education (ITE) policy in Australia over a 25-year period from 1998 to 2023. It examines policy shifts and movements over this timeframe and aims to better understand the ongoing reforms in the changing contexts of their times.

Design/methodology/approach

The paper engages a critical policy historiography approach, focusing on four “policy moments” each linked to a review commissioned by the Commonwealth government of the day. It draws upon the reports and government responses themselves, along with media reports, extracts from Hansard, and ministerial speeches, press releases and interviews related to each of the four policy moments, asking critical questions about the “public issues” and “private troubles” (Gale, 2001) of each moment and aiming to shed light on the complexities of these accounts of policy and the trajectory they represent.

Findings

The paper charts the construction of the problem of ITE in Australia over time, highlighting the discursive continuities and shifts since 1998. It traces the constitution of both policy problems and solutions to explain the current policy settlement using a historical lens.

Originality/value

Its value lies in offering a reading of the current policy settlement, based on a close and systematic historical analysis. Where previous research has focused either on particular moments or concepts in ITE reform, this analysis seeks to understand the current policy settlement by taking a longer, contextualised view.

Details

History of Education Review, vol. 52 no. 2/3
Type: Research Article
ISSN: 0819-8691

Keywords

Book part
Publication date: 27 May 2017

d’Reen Struthers

The impact of political change in England between 2010 and 2016, has been particularly evident in the way the neoliberal agenda has shaped legislation for Initial Teacher…

Abstract

The impact of political change in England between 2010 and 2016, has been particularly evident in the way the neoliberal agenda has shaped legislation for Initial Teacher Education (ITE). This chapter will explore the way in which the teaching profession in England has seen tensions mounting between those who see teaching as merely a technical “craft,” something that requires a scant “training” program, and those who frame the education of teachers as a more holistic activity; one that should take account of the pedagogies of adult learning, being a journey of critical reflection and lifelong learning. Drawing on evidence from recently published research studies and a small scale research project with members of Association for Partnership in Teacher Education in England, six dimensions of the current school–university partnership culture are identified. How those involved in ITE are affected by these elements is then critiqued. The findings show how ITE providers now find themselves juggling involvement in a variety of routes into teaching – like the roman rider straddling various horses. Their ability to balance the “disturbances” that arise from the rapidly changing central government policies in England, potentially challenges the integrity of the teaching profession.

Details

University Partnerships for Pre-Service and Teacher Development
Type: Book
ISBN: 978-1-78714-265-7

Keywords

Article
Publication date: 22 November 2023

Salameh A. Mjlae

The purpose of this study is to investigate the value of cloud computing adoption (CCA) as a proxy for information technology (IT) flexibility (ITF) and IT effectiveness (ITE

Abstract

Purpose

The purpose of this study is to investigate the value of cloud computing adoption (CCA) as a proxy for information technology (IT) flexibility (ITF) and IT effectiveness (ITE) among Small- and medium-sized enterprises (SMEs) in Jordan.

Design/methodology/approach

A research framework with five hypotheses has been developed based on the results of previous studies. Partial least squares-structural equation modeling has been used for data analysis.

Findings

The results revealed that elements of ITF in two domains, IT technical resource (connectivity, modularityand compatibility) and IT human resource (IT personnel skills) specific to CCA, were significantly correlated with ITE.

Research limitations/implications

The findings have crucial implications: they contribute to the research community, administrators and cloud computing providers (CSPs) concerning the framework-improved procedure for CCA. The proposed model can enhance the awareness of service providers about why some SMEs accept cloud computing services, whereas actually the same ones having the same type of business do not. In addition, the above providers should enhance their interaction with the SMEs that contributed to the cloud computing knowledge to make a well-organized setting for the CCA, specifically, SMEs need that adopt an on-premise private cloud architecture. Moreover, necessary to determine the challenges in deploying solutions from the perspective of CSPs. The sample has been limited to Jordan respondents.

Practical implications

The research studies about the usage of cloud computing have shown its effects on SMEs today. Also, the different impacts of cloud computing on other sectors are at the center of attention. SMEs could get significant advantages by carefully considering and managing CCA from the ITF and ITE perspective.

Originality/value

To the best of the author’s knowledge, this is the first study to develop a framework for CCA based on the standpoint of ITF in two domains, IT technical resources (connectivity, modularity and compatibility) and IT human resources (IT personnel skills) and effectiveness.

Details

Information Discovery and Delivery, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2398-6247

Keywords

Article
Publication date: 16 March 2021

Suresh Srinivasan, Mahima Gupta and Vaidyanathan Jayaraman

To explore building blocks of corporate value creation that can be effectively assembled by practicing managers to deconstruct corporate value creation into distinctive models…

Abstract

Purpose

To explore building blocks of corporate value creation that can be effectively assembled by practicing managers to deconstruct corporate value creation into distinctive models (customer value creation and shareholder value creation) and stages (resource assembly and capability leverage) in the Indian Information Technology enabled Service (ITeS) industry for exploring efficiency differentials between large Indian ITeS companies.

Design/methodology/approach

Data envelopment analysis (DEA) technique has been used to uncover efficiency differentials in large Indian ITeS companies that represent 90% of all the ITeS companies listed in the Indian stock market and 13.9% of all companies listed in the Indian stock market, across industries.

Findings

This paper documents a nuanced understanding of interrelationships among activities that influence corporate value creation and comprehensively highlight those dominant activities that contribute to corporate value creation in an ITeS industry setting. The study demonstrates as to how companies can become more efficient in such crucial value creating components that result in superior corporate value. The explicating methodology proposed in this study can be handy for managers and can be extrapolated to other industry and national settings as well.

Practical implications

Deconstructing corporate value creation into granular models, customer value creation and shareholder value creation and further into two stages, being assembling resources to create capabilities and leveraging such capabilities to deliver value, this study provides hands-on value for managers in ITeS companies to create value.

Originality/value

Fusing the value creation and appropriation (VCA) framework, the resource-based view (RBV) and its extensions, this paper builds a robust theoretical model specification that is empirically tested.

Details

Benchmarking: An International Journal, vol. 28 no. 9
Type: Research Article
ISSN: 1463-5771

Keywords

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