Researching beginning science, maths and english teachers' pedagogies. Applying learning theory to inform enriched planning and practice.
|Grant type:||Developing Pedagogy and Practice 2009|
|Round:||Pedagogy and Practice 2009|
|Leader(s):||Dr Debra McGregor|
|Organisation:||University of Wolverhampton|
|Contact phone:||01902 323030 mob 07877 265389|
|Start Date:||1 December 2009|
|End Date:||31 January 2011|
|Interim report received:||6 September 2010|
|Final report received:||16 March 2011|
This study compares the pedagogic strategies that beginning teachers in English, mathematics and science plan to enact for their learners. The findings indicate there is a difference in the ways they intend learning to arise.
As anticipated beginning English teachers organise and manage earlier in their development for social constructivist learning. Mathematics and science trainees organise for pre-dominantly constructivist learning, e.g.: asking individuals challenging questions or for their inferences from data. Interestingly. Though, two mathematics and science trainees paid attention to socio-cultural aspects indicating they were designing learning to be more inclusive and engaging for all the class.
There are also indications that strategies of beginning teachers generally develop to nurture and support more socially interactive learning towards the end of the first training year. The implications of this are that beginning pedagogues and their tutors could find it useful to apply the analytical learning theory framework developed through this project. It is possible to scrutinise plans and teaching (in-action) using the framework to discern whether learning is behavioural, constructivist, socially constructivist or socio-cultural in nature.