Anglia Ruskin University (UNITED KINGDOM)
About this paper:
Appears in: ICERI2011 Proceedings
Publication year: 2011
Page: 2073 (abstract only)
ISBN: 978-84-615-3324-4
ISSN: 2340-1095
Conference name: 4th International Conference of Education, Research and Innovation
Dates: 14-16 November, 2011
Location: Madrid, Spain
This work investigates the behaviours of two groups of Diploma in Teaching Trainees (Participants) in the Life Long Learning Sector and captures evidence from classroom observations, group interviews and individual interviews. The first part of the investigation concentrates on the behaviours that affect the students in terms of helping them to realise their career aspirations, later sections will consider how teachers reflect and construct professionalism and professional identity to their students. Detailed consideration will be given to the role of the training provider and will consider in detail organisational governance and change agency. The research used the general concepts of ethnography by following and observing the trainee teachers in their professional practice and conducting follow up interviews. Central to the research are the learning documents of the trainees and the philosophy of the training programme. Documentary analysis of the trainees records provide essential data for the research. Documentation includes individual learning plans, course planning documents, assessment instruments and learning resources. I have been granted access to the institutions archives at City College Norwich and the University of East Anglia. I am the first researcher in this field to consult with the Institute for Learning and Standards Verification UK.
The participants are all considered career changers; each trainee is an occupational/academic expert in their chosen subject areas, deciding to pursue a career in teaching. In most cases vocational teachers do not have an academic qualification or experience at level four.
A pilot study was conducted with six trainees, in an attempt to test the accuracy of the data generated and the appropriateness of the research questions. Each observation lasted for three hours and captured the behaviours of the trainee teachers. In most cases behaviour management and the conduct of students was a major concern for the trainees. In follow up interviews the participants believed the students had adopted a consumer attitude towards the teachers and institution, which was adversely affecting the quality of the learning experiences. All participants clearly modelled pedagogic and vocational practice.
All participants also expressed concern about the administrative demands, writing of assignments, pressure of formal lesson observations and negative relationships with their own students. The participants identified traits of effective teachers including;
• Commitment to life long learning
• Compassion
• Current subject/vocational knowledge and skill
• Pedagogic approach – thinking and teaching in the subject area
• Ethical approach
• Imagination
• Patience
This work will offer important alternative developmental activities designed to improve the standard of Initial Teacher Education (ITE), which has been criticised being as mechanical and bureaucratic which focuses on evidence gathering and is considered non-developmental. The work will examine the role of awarding institutions and training providers. It will attempt to capture the effects societal and political manoeuvres have on the philosophy and quality of ITE.
Changing Student behaviour.