Resources: Teaching

129 resources found for "Teaching"
1st ESCalate ITE conference proceedings : Challenges and opportunities
This resource is a collection of conference papers from the 2005 Initial Teacher Education conference held in St. Martin’s College on May 16th. The aim of the conference was to explore a range of challenges and opportunities for those who support learning and teaching in UK Initial Teacher Education. Papers include: investigations into the transition that schoolteachers make when they take up post in Higher Education; a successful project of...
3rd ESCalate ITE conference proceedings : Innovations and developments
This resource is a collection of conference papers from the 2007 Initial Teacher Education conference held in St. Martin’s College on May 18th This collection of papers draws together a range of topics from the conference. Reflection is high on the agenda with six papers exploring it from every angle as a fundamental requirement for the teaching profession. There are many references to Masters level for the teaching profession and other topics...
4 year Primary QTS degree courses
In January 2006, a Workshop Day on 4 year Primary degrees was run by David Midwinter from St.Martin's College. It was decided at that workshop that it would be beneficial to make enquiries to find quantitative data to support the premise that people who complete 4 year training are more likely to stay in teaching because of the greater investment of time spent in preparation for joining the profession. After following several leads it became...
4th ESCalate conference proceedings : Innovations and development in Initial Teacher Education
This collection of papers from the 4th ESCalate ITE conference, held at the Carlisle campus of the University of Cumbria on May 16th 2008, presents an extensive range of themes as a single PDF file of over 200 pages. Themes covered include: The revised standards for classroom teachers; Portfolios and learning journals; Record of professional development for the standards; Reflection; Online tools for assessment of subject knowledge in teacher...
A Masters level profession? The mid-course views of PGCE trainee teachers
Claire Creasor from Edge Hill University shares her paper on Masters level with us. This complements the M level PGCE research carried out at the University of Cumbria and looks at the perceptions of students at a point mid-way through their course. It forms part of the ESCalate Help Directory for Teacher Educators. Teaching is on course to become a Masters level profession. The introduction of M-level PGCE programmes and Government ambitions...
An investigation into the impact and effectiveness of beginning and early career primary teachers, trained on a work-based learning route, in the delivery of primary languages at Key Stage 2
This is an ESCalate project led by Vivienne Griffiths of Canterbury Christ Church University, looking at beginning and early career primary teachers, trained on a work-based learning route. The project will investigate the effectiveness of early career teachers trained on the Graduate Teacher Programme in delivering primary languages, and identify factors which affect language learning and teaching. Findings will help enhance primary language...
Assessment Reassessed: A student and lecturer collaborative enquiry
Three research teams, consisting of students and lecturers from Education Studies programmes at DMU, will engage in collaborative enquiry with similar programmes at other six institutions. The focus of enquiry is assessment feedback – the strengths and weaknesses of current practice and the potential to develop more collaborative feedback models
Becoming a Teacher Educator
A current ESCalate project has focused on the induction of newly appointed university-based lecturers in Initial Teacher Education (ITE) during their first three years in higher education. These teacher educators will usually have moved from successful, and often senior, school-teacher roles and may feel a sense of ‘expert becoming novice’ as they experience the joys and the pressures of life as an academic. They may also feel that there is a...
Becoming a Teacher Educator: guidelines for induction 2nd edition
The first edition of these guidelines was published in 2007. Since that date it has been used to support the induction of new teacher educators in the UK and beyond. This new edition has been revised in four main ways. Firstly, a considerable body of published international research focused on teacher educators has been produced since 2007 and the revised guidelines are informed by this work. Secondly, the new guidelines include the ‘voices’ of...
Becoming a Teacher Educator: improving the induction and professional development of new university-based lecturers in initial teacher education
Slides from the presentation given by Dr Jean Murray, Brunel University at the ESCalate ITE seminar at the University of Birmingham on 10th March 2006
Becoming a Teacher Educator:Guidelines for the induction of newly appointed lecturers in Initial Teacher Education
These guidelines aim to stimulate debate and action to improve the induction of new university-based teacher educators. The guidelines are based on our interpretation and application of research but also on the experience of teacher educators but also other generic work on becoming an academic. Teacher educators teaching on initial teacher education (ITE) courses in higher education (HE) institutions in England are almost always appointed with...
Beyond the Curriculum
This report from 2004 from Sam Twiselton and her team at St.Martin’s College gives a comprehensive look at three categories of teachers; those who keep children busy, regardless of what they are learning; those who deliver externally produced learning; and those who demonstrate a holistic understanding of what they are teaching. With theoretical considerations on knowledge, comments on curricular constraints, conversations with school based...
Bilingual teaching in ITET in HEIs in Wales
Description and discussion of a project looking at different means of teaching in a bilingual manner in HE. Includes useful materials relating to different models of such teaching, as well as case studies of different institutions
BioEthics Education Project (BEEP)
BEEP, the bioethics education project's website is dedicated to helping teachers to cover the difficult topics in biology where science and ethics overlap. The website aims to: * Provide up to date and balanced information that students can use to develop their arguments when debating or discussing ethical issues in science. * Raise science teachers' confidence in dealing with 'difficult' topics, uncertainty and debate. * Facilitate...
Breaking the anxiety chain : the role of ITT institutions in reducing maths anxiety in primary teacher trainees
This is an ESCalate development grant awarded to Marcus Witt of Bath Spa University in 2008. Many people entering primary teacher training do so despite the fact that they will be required to teach mathematics. A significant minority of primary teacher trainees come to their training with high levels of anxiety about maths (Unglaub, 1997). Their feelings about mathematics are often highly emotional (Hogden and Askew, 2007) and usually as a...
Centres For Excellence in Teaching and Learning (CETLs)
We live in exiting times for teaching and learning! The CETL initiative in England with its capital funding of up to two million pounds per CETL has enabled institutions to create a physical presence for teaching and learning that has the potential to rival some of the Research Centres in their renown. Staff involved in teaching are equally enthused by this rising visibility, CETLs are having a significant impact on the physical and attitudinal...
CETL
This resource outlines the work of ESCalate, the Higher Education Academy Subject Centre for Education with CETLs (Centres for Excellence in Teaching and Learning) in various institutions. This work includes: helping CETLs to become established and embedded in their institutions; supporting the creation of coherent and effective teams; supporting the sharing of subject knowledge and pedagogy among CETLs, Subject Centres, institutions and CETL...
Chartered Teachers: Just another course?
Chartered Teachers are now in our schools in Scotland. So far the majority have come through the full accreditation route with the General Teaching Council for Scotland (GTCS), while a small number will graduate from some Scottish Universities with a Masters degree and Chartered Teacher status in the near future. But are schools ready for them?..
Conceptualising learning and teaching for the ‘new lifelong learning sector’
This is an ESCalate research grant awarded to Andrew Holmes of the University of Hull in 2008. The project will help develop work-based learning provision within higher education institutions within the YHELLN network. The project has three aims: 1 Develop a new conceptual model based of learning in a business context based on a case study of successful inter-company learning (the Greater Economic Success group or GES) 2 Identify practical...
Conference impressions from 2nd annual ESCalate student conference : Students as stakeholders : take an active part in your own learning
Short video of conference impressions from 2nd annual ESCalate student conference : Students as stakeholders : take an active part in your own learning, 16 April 2010
Conference report from the Teacher Training Resource Bank
This is a review of the 5th ESCalate ITE conference - Initial Teacher Education - Towards a new era, held at Glyndwr University, Wrexham on May 15th 2009. This review has been written by the TTRB (Teacher Training Resource Bank). It includes brief overviews of some of the sessions, as well as details the TTRB presentation on Using research and evidence to improve teaching and learning
CPD (Continuing Professional Development) needs of mentors in post-compulsory ITT (Initial Teacher Training)
This ESCalate Developing Pedagogy and Practice grant was awarded to Ewan Ingleby of the University of Teesside in 2009. This project explored the CPD needs of mentors in Post-Compulsory Initial Teacher Training. The primary research was based on questionnaire and semi-structured interview data. The findings complemented recent Ofsted inspection findings of Post-Compulsory ITT providers. The research developed the themes identified by Ingleby and...
Critical incident analysis
Critical incident analysis 1. Ask students to select a critical incident from an experience on teaching practice. 2. Set up guidelines of trust and confidentiality within the discussion group; make it clear that all comments will stay within the small group for this activity. Explain that it is not about defending or moaning but rather about learning through collaborative analysis. 3. Allow time for each individual in the group to...
Designing and evaluating impact for postgraduate CPD fieldwork
This is an article from the ESCalate newsletter, spring 2010 by Steve Coombs of Bath Spa University. What are the issues involved in developing a systematic approach toward impact evaluation of accredited CPD? Steve Coombs highlights the key areas through an account of an ESCalate funded project conducted by the Southwest Regional Group for Professional Development
Developing a UK Teacher Education Network in Education for Sustainable Development and Global Citizenship
This is an article from the ESCalate newsletter, issue 16 supporting the rise of ESD (Education for Sustainable Development) and Global Citizenship in education. The UK ITE ESD/GC Network was established in July 2007 with funding from ESCalate, WWF-UK and the TDA. Here Sally Inman, Maggie Rogers and Ros Wade talk about the importance such a network has in supporting the work of teacher educators
Developing early algebraic reasoning in primary classrooms : student and teacher perspectives
This is an ESCalate student grant awarded to Jodie Hunter of the University of Plymouth in 2009. Significant changes have been proposed for mathematics classrooms of the 21st century in order to meet the needs of a “knowledge society”. Both internationally and within the United Kingdom, the necessity to strengthen the teaching and learning of algebra has been recognised. Recent research (Kaput, 2008; Mason, 2008) advocates teaching number and...
Developing learning opportunities for teacher educators
Jean Murray writes for the ESCalate Newsletter June 2010 on developing learning opportunities for teacher educators. She highlights the importance of supporting teacher educators in the development of their research capacities and access to professional learning
Developing NQTs e-pedagogies for inclusion
ESCalate Developing Pedagogy and Practice grant awarded to Nigel Beacham of the University of Aberdeen in 2009. Recently, the university has pioneered an approach to initial teacher education, to ensure that teachers have the pedagogical knowledge to respond to the challenges of inclusive education. Building on this work, they seek to pilot an approach to develop e-pedagogies for inclusion for newly qualified teachers (NQTs)
Developing the partnership between out of school educational agencies and initial teacher education
This is an ESCalate development project led by John McCullagh of Stranmillis University College and featuring a partnership with the W5 centre in Belfast. Rationale Out of school ‘informal educational’ visits to science discovery centres, museums, nature reserves, etc. have much to contribute to the overall learning experience of children. However the extent to which such trips impact on pupils’ learning largely depend on how the experience is...
DRAFT - Working professionally with the unexpected
Education programmes use a wide range of strategies to develop reflexive engagement with the experience of learning. This paper focuses on one particular strategy - group work - and the challenges it presents for teachers and undergraduate students. Students and tutors often bring 'unfinished personal business' into teaching and learning environments. Group work experiences and education courses which focus on personal development are...
Education Centres of Excellence in Teaching and Learning: What can CETLs offer me?
Centres for Excellence are making a significant contribution to higher education in the areas of learning, teaching, research and curriculum development. ESCalate has brought together the most up-to-date details of Centres that are making significant contributions in the areas of Education, in the hope that all those interested in learning and teaching will use Centres for Excellence (CETL) as points of reference. Any grouping is likely to be...
Education for Sustainable Development and Global Citizenship (Website)
Ideas and guidance in an educational context and how to incorporate education for sustainable development in the curriculum. This website from the ESCalate team is a useful starting point in providing ideas and guidance in an educational context of how to implement appropriate mechanisms for integrating 'sustainable development' into teaching and learning. It includes information on concepts, curriculum and case studies, as well as links to...
Employability
Employability is a section of the Students' Web pages on the ESCalate website. It is aimed at education students and graduates who are thinking about their future careers. There is advice on work experience, job hunting, applying for jobs and more. This includes alternatives to teaching. There is a very helpful booklet called ESCalate Student booklet, which can be downloaded
ESCalate - an important commmunity of practice
This is an article from the ESCalate newsletter, summer 2010. Sheena Banks praises the way in which ESCalate allows education professionals to share effective practice, new ideas, knowledge and resources. It is available as a PDF download of 2 pages
ESCalate and the University of Exeter's Students as Change Agents project
This is a set of practitioner resources for those wanting to set up student-based research projects in their institutions. the University of Exeter, ESCalate and the HEA have produced a booklet called Students as Change Agents (which is downloadable in PDF) or available in limited numbers in print. There is also a review of current literature on student engagement, some short case studies and practical resources available here
ESCalate ITE conference : May 15th at Glyndwr University, Wrexham
This is a collection of presentations from the ESCalate Initial Teacher Education conference held at Glyndwr University, Wrexham on May 15th, 2009. Topics covered include; the use of video; remote students; assessment; teachers as practitioner researchers; subject specialist pedagogy; reflective practice; peer reflection; student teachers in classroom research; flexible learning in Initial Teacher Education; digital literacy. Papers are available...
ESCalate newsletter issue 5, summer 2006
This is the ESCalate newsletter issue 5, published in summer 2006. Articles in this issue include: On the rock face... rules of engagement - Wendy Belk, What is ESCalate Initial Teacher Education? - Alison Jackson, The growth of the ‘New education studies’ - Prof Steve Bartlett and Prof Diana Burton, Research to reality : the challenges facing early childhood studies - Mary Wild, Learning disabilities and higher education : the duty to promote...
ESCalate newsletter, autumn 2010, issue 18
This is the ESCalate newsletter, issue 18, autumn 2010. It contains a collection of varied stories from across the education research community. Articles range from developments involving students directly in research, to project updates from various teams and details of innovations using online resource databases
ESCalate newsletter, issue 16, spring 2010
This is the ESCalate newsletter, issue 16, spring 2010 with contributions from across the education sector, this edition seeks to show ESCalate's involvement with a range of different organisations and people
ESCalate newsletter, issue 17, summer 2010
This edition of the ESCalate newsletter celebrates 10 years of the subject centre and contains a collection of articles from our community - from past and present staff, award holders and outside agencies, all of whom have been involved with ESCalate and its range of activity in the last ten years
ESCalate seeks to focus its work on maintaining useful links between teaching, research and learning
This is the editorial column from the ESCalate Newsletter, Autumn 2008 written by ESCalate Director Dr Tony Brown. This is just as difficult for an organisation as it is for individual teachers, many of whom are expected to balance a heavy teaching load with pedagogic and other research in their area of expertise. There are challenges for education researchers too in finding practical ways to make research findings accessible to teachers and...
ESCalate: Education for Sustainable Development and Global Citizenship website
Ideas and guidance in an educational context and how to incorporate education for sustainable development in the curriculum. This website from the ESCalate team is a useful starting point in providing ideas and guidance in an educational context of how to implement appropriate mechanisms for integrating 'sustainable development' into teaching and learning. It includes information on concepts, curriculum and case studies, as well as links to...
Face-zine the future
This is an article from the ESCalate newsletter, issue 18, autumn 2010 by Pamela Cowan of Queen's University Belfast. It details an ESCalate funded project that is aimed at looking at the some of the issues that surround online teaching and its delivery by tutors
Faciltating peer coaching
This is an ESCalate Hot Topic produced by Jane Essex of Keele University. This is 'Hot Topic' because it meets an urgent need and turns that need into an opportunity for professional development for our students. We regularly receive feedback that our trainee teachers are not confident about teaching students with Special Educational Needs so have increased the numbers of lectures and workshops. We have started to explore the possibilities of...
Fundamental Movement Skills
This is an ESCalate Hot Topic grant awarded to Rachael Jefferson-Buchanan of Bath Spa University. Fundamental Movement Skills' (STEPS PD), has helped me to find my way through the initiative maze in ITE. Accordingly, I have developed a level 6 Education Studies module entitled ‘Health and Movement in Young Children’ around this 12 hour professional development opportunity, which promotes holistic, play-based, child-centred educational values. My...
Guide to innovation in teaching and learning
This guide is held in the Resources Database on the Higher Education Academy Web site. It summarises the results of an ESRC-funded study of innovations in teaching and learning in higher education
HE in FE
This resource details the work of ESCalate in supporting the delivery of Higher Education courses / content in Further Education. About 10% of all HE delivery takes place in FE settings. ESCalate is working to expand its support for FE colleagues delivering HE programmes. They do this by disseminating resources for staff new to teaching HE in the FE sector, offering ideas, network links and event information, asking for comments, suggestions and...
In conversation with ... Alastair Robertson and Gabriel Jezierski
This is an article from the ESCalate newsletter, issue 15, autumn 2009. Alastair and Gabriel made time to answer a few questions for ESCalate Newsletter readers, to help us understand their role within the Higher Education Academy. Their title has changed from that of ‘Senior Advisor’ to ‘Head of Policy and Partnerships (HoPP)’ reflecting the importance the Academy attaches to informing and influencing policy in HE through partnerships with...
In conversation with ... Danny Saunders
This is an article from the ESCalate newsletter, spring 2010. Danny Saunders the Chair of the ESCalate Advisory Board answers some of questions about his work, his recent OBE and the future for ESCalate
In conversation with ... Jocelyn Wishart
This is an article from the ESCalate newsletter, issue 18, autumn 2010. Here Jocelyn Wishart, ESCalate's Acting Director, talks about some of the issues surrounding Higher Education today and about her "other" job and how this supports the work she does for the Subject Centre
In conversation with ... Rosemary Deem and Julie Anderson
In conversation is a regular feature in the ESCalate newsletter. The summer 2010 edition features Rosemary Deem and Julie Anderson as two past members of the ESCalate team. Here they talk about the things they enjoyed and the things they didn't and what they are doing now
In the beginning .
This is an article from the ESCalate newsletter, summer 2010 by Roger Murphy of the University of Nottingham. Roger was ESCalate’s first Director and has always kept a keen eye on developments both within the Subject Centre and in the wider Education community. The article is available as a 2 page PDF download
Innovative pedagogical scenarios for first year mechanics students
This is an ESCalate Academic Papers Online contribution from Federica Olivero, of the University of Bristol. Research has shown that many undergraduate students encounter great difficulties in coordinating all the mathematical resources they have and in moving from one setting to another. Because the abstraction process in mathematics is “more a process of connection than ascension” (Noss & Hoyles, 1996), the flexibility of moving within...
Interactive use of video conferencing in Initial Teacher Training
This is an article from the ESCalate newsletter, issue 18, autumn 2010. Jan Machalaski of Bishop Grosseteste University College received a small award from ESCalate to share her idea about using video to help train teachers. This article tells her story
Interactive use of video conferencing in ITT
This is an ESCalate Sharing Ideas project grant awarded to Jan Machalski of Bishop Grosseteste University College Lincoln looking at the use of video conferencing in Initial Teacher Training (ITT). With a mentor we planned a delivery of planning and AfL in the first two weeks of PGCE/ GTP training. The idea was to contextualise the theory so it no longer seemed dry but relevant and to integrate school experience further into the initial 5-6 weeks...
International students and students' unions
Fiona Hyland of ESCalate presented a paper "The HEA / UKCISA ‘Teaching International Students’ project: Improving academic experiences of international students" at this NUS / UKCISA training event "International students and students' unions: Creating a Global Future for all students" at the University of Bradford, 13th October 2010. The PowerPoint slides are available for download and further resources from this event are available on the NUS...
Keeping you informed ..
This is the editorial from the ESCalate newsletter, issue 18, autumn 2010. Fiona Hyland gives a flavour of what readers can see in this edition of the newsletter
Learning dialogues
This is an article from the ESCalate newsletter, issue 18, autumn 2010 by John Butcher of the University of Northampton. It reports on the third University of Northampton learning and teaching conference. The theme of the conference was to share ideas around the importance of learning dialogues in Higher Education
Learning to teach : defining the challenge
Keynote address presented by Dr Nril Simco at ESCalate's ITE Seminar 'Preparing students to teach in schools facing challenging circumstances: evidence from research and practice'. The seminar was held at the University of Dervy on 26th January 2006. It is presented as a single PDF file of the presentation slides used for the address
Let’s hear it for the student voice!
This is an article from the ESCalate newsletter, summer 2010, celebrating 10 years of the education subject centre. Fiona Campbell argues passionately for the inclusion of the student voice in all aspects of higher education and provides an overview of the two projects that ESCalate supported as a way of mainstreaming this once marginal area
M level PGCE pilot research : final report
The report sums up findings from research into perceptions of Masters level PGCE provision in 2007-8. Perceptions represented are from students, headteachers, school mentors and teacher educators. Some interesting recommendations are offered. This report presents the findings of a pilot research investigation into perceptions of the provision of Masters level PGCE (Postgraduate Certificate in Education) in England and discusses the questions...
M-level PGDE at the University of Glasgow
Beth Dickson, Associate Dean of ITE from the University of Glasgow, presented this talk on her vision and reality of the M level PGDE at Glasgow to delegates at the ESCalate Masters colloquium, held at the University of Cumbria on June 5th 2009. It covers topics such as the Scottish teacher qualifications regime, teacher identities, evaluating learning and teaching, assessment and supporting learning processes
Making room for scholarly activity and research within HE in FE
This is an article from the ESCalate newsletter, issue 18, autumn 2010 by Steve Rose. For a long time there has been support for the Further Education sector in delivering Higher Education courses. The article calls for continued support of scholarly activity within colleges
Making space for the global dimension on a PGCE primary course
This paper describes a three year collaboration which has been taking place in Tower Hamlets between the Humanities Education Centre and St Martin’s College. The aim of the project has been to develop ways of focusing effectively on the global dimension within ITE. The paper suggests that student teachers need opportunities to build up skills and work with children in school, in addition to time for reflection on their own values and development...
Making waves in education
Making Waves in Education is a book of a collaborative nature, being a collection of chapters written by undergraduates studying B.A. Hons in Education at the Universities of Plymouth and York. Thirteen chapters, each from a different student, cover topics from learning theories to sex education, home education and autism. The chapters are well-organised and written, and they cover key topics in an accessible and thoughtful way. The chapters are...
Masters level colloquium
On June 5th 2009, delegates from Scotland, Wales and England gathered at the Lancaster campus of the University of Cumbria for an ESCalate colloquium to discuss 'Teaching - a Masters profession'. Three questions were asked during the day: What has Masters got to do with teaching? What would you hope NQTs from your Masters course would say about the value of Masters study for teaching? What is 'Teaching - a Masters profession' in your institution?...
Masters level credits in a 4 year degree
This PowerPoint presentation was given by Martin Bridge from St.Mary's University College, Twickenham at the 4 Year Primary QTS degree meeting held in Lancaster on July 20th. It outlines the successful provision of Masters level credits available within the 4 year degree course at St.Mary's
Memories of the early years of ESCalate ..
This is an article from the ESCalate newsletter, summer 2010, celebrating 10 years of the subject centre for education. Arlene Gilpin the first ESCalate manager, talks about a role she describes as encompassing ‘associate directorship with executive manager, academic manager and any other job that needed doing!’
Mental Health in Higher Education
Mental Health in Higher Education (mhhe) is a project of the Higher Education Academy (HEA). It is a collaboration between the HEA subject centres for Education (ESCalate), Health Sciences and Practice (HSaP), Medicine, Dentistry and Veterinary Medicine (MEDEV), Psychology and Social Policy and Social Work (SWAP). mhhe aims to increase networking and the sharing of approaches to learning and teaching about mental health across the disciplines in...
Mental Health in Initial Teacher Education
Developing an understanding of emotional wellbeing and mental health is an essential component of initial teacher education – if learners are to be equipped both to support and nurture the mental health of pupils, and to enhance their own wellbeing and that of colleagues. With space in the curriculum at a premium, there is a need to consider how best this area of learning can be addressed. A number of initiatives have been developed to promote...
mLearning : development and delivery - creating opportunity and enterprise within the HE in FE context
This research project was funded by ESCalate in 2006-7 to support Somerset College in developing the curriculum, as well as widening participation via the use of mobile communications technologies such as mp3 players and mobile phones. The Project represents a highly topical and timely engagement with the opportunities for learning provided by the burgeoning use of mobile computing/ communications devices. Activities bring together colleagues...
Myers-Briggs for teachers - a guide for busy teacher educators
For a number of years, the University of Essex has run Myers-Briggs sessions for general staff as part of its varied programme of Professional Development. However, owing to recent growth in the number of courses aimed specifically at academic staff, the Learning and Teaching Unit has started to run ‘purpose built’ Myers-Briggs sessions for teachers. After running three of these sessions during the 2005-06 academic year, the experience of Essex –...
National Teaching Fellows
This resource details the work of ESCalate, the Higher Education Academy Subject Centre for Education, in the area of the National Teaching Fellowship Scheme (NTFS). It looks at NTFS individual awards and the project strand. It details Education National Teaching Fellows, by year of award
National Teaching Fellowship Scheme : ten years on and going strong
This is an article from the ESCalate newsletter, issue 16, spring 2010. Lesley-Jane Eales-Reynolds, tells us about how the scheme began and how it continues to grow and share the benefits throughout the education community. Then in the following articles we have two personal accounts of what the awards have enabled people to achieve
New models of Teacher Education: Collaborative paired placements
In this Discussion in Education Series publication we review two approaches to paired school placements in secondary teacher education adopted by University College Plymouth, St Mark and St John (UCP Marjon) and the University of Bristol, Graduate School of Education (GSoE). Both of these approaches arose from our involvement in projects initiated by the Teacher Development Agency (TDA) and its predecessor, the Teacher Training Agency (TTA)
Newsletter Issue 21 - Autumn 2011
The last edition of the ESCalate newsletter. The editorial is provided by ESCalate's Director Andrew Pollard as well as colleagues across the Education community, gathering together their thoughts on the legacy ESCalate leaves behind but also what support continues to be available to the community
Observation of the practice of teaching
Geoffrey Peake, a Senior Research Fellow at the University of Huddersfield Consortium for Post-Compulsory Education and Training, has just completed a one-year research project, which focussed on classroom observation. The study looked at the perceptions of initial teacher training tutors, as well as pre- and in-service CertEd/PGCE trainee and practice teachers, concerning classroom observation within practitioners’ places of work. Findings were...
On being awarded a National Teaching Fellowship
This is an article from the ESCalate newsletter, spring 2010, issue 16. Julie Hughes, one of ESCalate's Academic Consultants talks about being awarded an NTF and the impact it has had on her professional life
PebblePad Eportfolio from the Student perspective
At the University of Wolverhampton, the fledgling PebblePad eportfolio is being implemented. For some areas of the PGCE course the use of this system is mandatory, in others it is not. Within the literacy skills route participation was not essential, however, it was decided between us (Andrew Jepson and Gary Wright), under the guidance of Julie Hughes (the tutor with significant knowledge of the eportfolio), to create an online Weblog that would...
Placement Plus Report
This is a report of an event at Lancaster on July 11th 2008 where students from various universities came to speak about their experiences on alternative placements on the 4 year QTS Primary degree. This is a record of that day and it gives plenty of food for thought for teacher educators across the sector regarding the huge benefits of these types of placements for student teachers. Topics covered include: using a kinaesthetic approach involving...
Placement Plus video links
This is a series of videos that report of an event at Lancaster on July 11th 2008 where students from various universities came to speak about their experiences on alternative placements on the 4 year QTS Primary degree. This is a record of that day and it gives plenty of food for thought for teacher educators across the sector regarding the huge benefits of these types of placements for student teachers. Topics covered include: using a...
Poster Presentations from 2nd Annual ESCalate Student Conference Students as Stakeholders: take an active part in your own learning
Poster Presentations from 2nd Annual ESCalate Student Conference Students as Stakeholders: take an active part in your own learning, 16 April 2010. Each poster presentation has a brief abstract, with links to poster / presentation files
Promoting cohesion, challenging expectations
This is an article from the ESCalate newsletter, issue 18, autumn 2010 by Peter Hick of Manchester Metropolitan University. Peter Hick and his team have been looking at ways in which the teachers of tomorrow are being educated about race equality and diversity in 21st century schools
Promoting cohesion, challenging expectations : educating the teachers of tomorrow for race equality and diversity in 21st century schools
This is an ESCalate themed funding project looking at Teacher Educators for the 21st Century led by Peter Hick of Manchester Metropolitan University. NQTs often feel ill-prepared for challenges arising from complex issues of ethnicity and race equality in schools (TDA, 2008), yet little is known about teacher educators’ understandings of these issues. The project participants will interview teacher educators in Manchester and Edinburgh and...
Putting the I into Identity and other stories
This publication reports on the work of HELP CETL Award Holders who have undertaken research projects and/or continuing professional development activities to support the teaching and learning of HE in FE. Award Holders who had completed these activities between 2005 and 2008 were invited to participate in a writing group to reflect on their experiences. Between July 2008 and March 2009 the Award Holders attended a planning event, writing...
Reflective practice : some notes on the development of the notion of professional reflection
This is part of the ESCalate Busy Teacher Educator Guides series. This guide considers whether reflective practice is just thinking about what we do and critiques the work of Dewey, Schön and Pollard to aid the search for professional reflection. It was written by Paul Warwick, Lecturer in Primary Science and Professional Studies, Faculty of Education, University of Cambridge and is presented as a PDF file of some 13 pages
Reflective teaching : the past, present and future of a textbook
This is an article from the ESCalate newsletter, issue 16, spring 2010. Andrew Pollard writes about how the established textbook - Reflective Teaching - for teachers first started and how he sees it moving forward ... with a little help from the education community
Researching beginning science, maths and English teachers' pedagogies. Applying learning theory to inform enriched planning and practice
This is an ESCalate Developing Pedagogy and Practice grant awarded to Debra McGregor of the University of Wolverhampton in 2009. How do beginning science, maths and English trainees conceptualise their pedagogy? The researchers will apply learning theory lenses to analyze planning intentions and actual practice. The project explores contrasting ways novice teachers understand teaching and organise for learning in their particular subject...
Resources for storytelling
A set of resources for tutors and students produced by Jenny Moon and made available by ESCalate. It includes advice about developing the skills of storytelling and their transfer to disciplines such as education, media, marketing, leisure and tourism. There are lists of stories to use and develop, as well as web links to e-stories
Resources from 1st TEAN annual conference : The importance of education
Resources from the ESCalate event 1st TEAN (Teacher Education Advancement Network) annual conference : The importance of education, 21 May 2010. Includes a link to the conference website, the Teacher Training Resource Bank conference website and conference resources / abstracts
Resources from Enhancing the experience of trainee teachers in the lifelong learning sector
Resources from the ESCalate event Enhancing the experience of trainee teachers in the lifelong learning sector, 20 April 2010 looking at how new practitioners in the lifelong learning sector best be supported. It includes two good practice guides, one for teacher educators and one for the employers of trainee teachers, plus presentations related to the research project and guides
Resources from ESCalate at UCET 2010 : Teacher education futures across the four nations of the UK : perspectives from policy, research and practice
Resources from ESCalate at UCET 2010 : Teacher education futures across the four nations of the UK : perspectives from policy, research and practice 11-12 November 2010. Includes a presentation on learning from the research successful
Resources from Reflecting on reflection: to develop and extend our understanding of reflection
Resources from the ESCalate event Reflecting on Reflection: to develop and extend our understanding of reflection, 16 January 2009. Is reflection something that just comes naturally? Can anyone do it? Can it be taught? How can it be learnt? What is the role of the teacher educator? How can we enhance and encourage reflection amongst our student teachers? This workshop focusses on how Teacher educators will: Focus sharply on their own practice,...
Resources from UK ITE Network for Education Sustainable Development / Global Citizenship Third Annual Conference
These resources from the ESCalate event UK ITE Network for Education Sustainable Development / Global Citizenship Third Annual Conference, 15 July 2010, include a conference report, links to presentations, conference papers and the keynote address from David Hicks
Resources from University of Northampton Learning and Teaching Conference
Resources from the ESCalate event University of Northampton Learning and Teaching Conference, 13 May 2010 on the theme of learning dialogues. Better understanding of learning dialogues is an important element in the scholarship of Learning and Teaching. The conference was designed to provide a forum in which effective, evidence-informed practice can be shared and debated. The learning dialogues conference was organised around four themes:...
Resources from Using e-portfolios in teacher education (lifelong learning sector)
Resources from the ESCalate event Using e-portfolios in Teacher Education (Lifelong Learning Sector), 26 February 2010. It includes presentations offering an Introduction to ESCalate, an Introduction to CETT and IfL, Online Resources from JISC-RSC, Using portfolios in Teacher Education in a Skills for Life setting and Teaching and Teacher Education in a Digital Age
Responding to the needs of the teaching community
This is an article from the ESCalate newsletter, summer 2010, celebrating 10 years of the subject centre. Alison Jackson offers a personal perspective on how her role contributed to ESCalate's work in the areas of pedagogy, curriculum improvement and staff development for teacher educators. She then tells us about how she has developed this role in her work with TEAN (Teacher Education Advancement Network) at the University of Cumbria
Results of the creativity seminar : ideas to impact on practice
Delegates at an ESCalate seminar on Creativity were asked to share some of the inspirations of the day that they took back to use in their everyday practice. This page features a list of suggestions in areas such as applied creativity in secondary practice, participatory and creative approaches to teaching and learning and the creative and effective curriculum for Initial Teacher Education and schools, presented as a Word document. It also...
Seeing is believing
This is an article from the ESCalate newsletter, issue 18, autumn 2010 by John McCullagh of Stranmillis University. Given the importance placed on reflective thinking within Initial Teacher Education (ITE) and the accessibility of digital video technology, this ESCalate funded research project set out to identify how video technology may support the development of student teachers
Senior Fellows
This resource details the work of ESCalate, the Higher Education Academy Subject Centre for Education in the area of Senior Fellows. The Higher Education Academy's Professional Recognition Scheme offers individuals the opportunity to gain recognition as Senior Fellow of the Higher Education Academy (SFHEA). Senior Fellows are outstanding champions of teaching and learning, and act as change agents at national and international level. Senior...
Strategies for learning and teaching in Higher Education : a guide to good practice
This guide is in four sections.The first draws out good practice in relation to key strategic themes from a review of strategies in the sector. The second section contains case studies from institutions which link with the strategic themes, and with the widening participation guide.The third section contains case studies relating to student success. The fourth section summarises the support available to institutions from HEFCE in developing and...
Supporting the professional learning of induction year teachers in Scotland
This is an ESCalate student project grant awarded to Rachel Shanks of the University of Aberdeen in 2010. The aim of this project is to further enhance the co-ordination and provision of professional learning models and opportunities for induction year teachers in the north of Scotland. By building on the current partnership work between education authorities and the University of Aberdeen this project aims to contribute to the enhancement of the...
Teacher education in the UK : the peculiarities of the English - and of the Welsh, Northern Irish and Scottish!
This is an edited version of the keynote speech given by Professor Ian Menter at the ESCalate ITE Conference in May 2008 and published in the ESCalate newsletter, issue 11, summer 2008. It explores the differences between the four nations of the United Kingdom in terms of Initial Teacher Education. It reviews existing comparative studies, explores the different approaches to standards in the four nations, and produces a range of questions for...
Teacher Education in transition: the changing landscape across the UK
This publication has been written to follow on from the ESCalate symposium held at the UCET conference in Nov 2010. It comprises a collection of case studies from Wales, Scotland, Northern Ireland and England. These case studies take into account the divergence of teacher training in these countries, and follow recent developments in teacher education policies
Teacher Educator Induction Project
This is a piece of ESCalate commissioned work. The project team includes: Dr Pete Boyd, University of Cumbria, Ms Kim Harris, University of Cumbria and Professor Jean Murray, University of East London The aim of this project is to enhance the academic induction of newly appointed lecturers in teacher education. In addition to providing regional workshops for new teacher educators the project will also gather data to inform the revision of...
Teacher Educators' experience and use of reflection in the Lifelong Learning Sector
The project aims to investigate teacher educators’ experience and use of reflection and how they introduce and support reflection with trainee teachers. It will explore the theoretical models which teacher educators personally find most useful, and how they customarily engage in reflection eg. through personal introspection, by keeping a journal, and through discussion with colleagues. The project will also explore how teacher educators...
Teaching and learning : the international higher education landscape : some theories and working practices
This discussion paper has been written in order to encourage academic staff to reflect on those dimensions of working with cultural diversity that are often uncomfortable and contentious. This is part of the ESCalate Discussions in Education Series and was written by Dr Sheila Trahar of the University of Bristol. This discussion paper is written in two parts. Part One provides an overview of the international higher education context in the UK:...
Teaching and research relationship : developing institutional policy and practice
This external resource provides a list of the presentations given at a Higher Education Academy Conference. The Conference theme was: The Teaching and Research Relationship: Developing Institutional Policy and Practice, the conference was held at the Cavendish centre in London on the 8th November 2005. This site also provides links to the full text of all presentations given. Presentations given include: Linking research and teaching through...
Teaching international students
Introducing the 'Teaching International Students' initiative. The aims of the initiative are to: 1) raise the profile of teaching and learning for international students; 2) establish a repository of resources and research on teaching and learning for international students; 3) identify and disseminate information and guidance; 4) provide guidance on staff development strategies; 5) establish a network of interested people. The TIS website...
Teaching with Emotional intelligence
In this short article, Alan Mortiboys talks about the importance of emotional intelligence in teaching and learning
TEAN Workshops - Teacher Education Futures across the 4 nations of the UK
This is a piece of ESCalate commissioned work for the year 2010/11 and led by Alison Jackson of the University of Cumbria. TEAN (the Teacher Education Advancement Network) based at the University of Cumbria, will organise and run four workshops for ESCalate, one in each of the four countries of the UK. The workshops will respond to policy changes in each of the four nations and engage delegates in debate concerning current issues in Initial...
The development of professional staff : lessons from the Scottish Teacher Induction Scheme
This is an article from the ESCalate newsletter, issue 15, autumn 2009. Tom Hamilton looks at the experience of the application of the Scottish standards for teacher education and considers their relevance within the Further and Higher Education sectors. It is presented as a PDF download of 3 pages
The ESCalate-JISC HE in FE Conference: Inspiration for Practice
A collection of conference proceedings and presentation reports arising from the ESCalate-JISC HE in FE conference in May 2010. It includes contributions from more than a dozen speakers on topics ranging from Widening Participation to e-learning, in the context of Higher Education in Further Education
The findings of the ESCalate study on teacher educators’ induction into Higher Education
Report of an ESCalate research study which aimed to collect and analyse examples of the practices used by HEI's in inducting initial teacher educators into Higher Education work, and to identify and analyse induction provision from the perspectives of a sample of New Teacher Educators. The research was carried out by Dr Jean Murray, Brunel University.
The Fund for the Development of Teaching and Learning (FDTL)
The Fund for the Development of Teaching and Learning (FDTL) was established in 1995 to support projects aimed at stimulating developments in teaching and learning in higher education and to encourage the dissemination of good teaching and learning practice across the higher education sector. FDTL is funded by the Higher Education Funding Council for England (HEFCE) and the Department for Employment and Learning (DEL). Bids for FDTL funding were...
The Higher Education Academy: EvidenceNet
This is an article from the ESCalate newsletter issue 14, summer 2009 by Heather Fotheringham and Rachel Segal. This article talks about the launch of EvidenceNet: a Higher Education Academy initiative. The authors write about the need to promote evidence based practice for Teaching and Learning. How this new resource from the Academy will give colleagues access to the evidence base and to have the space and opportunity to discuss and explore how...
The new professional standards for classroom teachers
Ideas and resources from the ESCalate seminar 'The new professional standards for classroom teachers' held at the University of East London on 7th June can be downloaded from this page
The work of teacher education
This is an article from the ESCalate newsletter, issue 18, autumn 2010 by Viv Ellis of the University of Oxford. It is an interim update of an ESCalate funded project looking at how Teacher Education is being delivered in both England and Scotland
The work of teacher education
This is an ESCalate themed funding project in the area of Teacher Educators for the 21st Century led by Viv Ellis of the University of Oxford. The project aims to provide original insights into the institutional conceptualisations of teacher education as academic work and the practical activities undertaken by this category of higher education worker. The study will have relevance for the organisational development of HE education departments and...
Tips for incorporating the global dimension into your work with students
This is part of the ESCalate Help Directory for Teacher Educators and provides some tips for incorporating the global dimension into your work with students
Towards a framework of Professional Teaching Standards
This paper is part of the ESCalate Discussions in Education Series and is written by Professor Bart McGettrick. It is a response to the consultative document “Towards a Framework for Professional Teaching Standards". The paper is in two parts: The first part raises and highlights some of the wider issues which are relevant to considering standards for teaching as a professional activity in a university or higher education.The second part is...
Trainee teachers' physical and mental wellbeing
This is an article from the ESCalate newsletter, issue 18, autumn 2010 by Jan Huyton and Lalage Sanders of UWIC (University of Wales Institute, Cardiff) about an ESCalate funded project. It details how the project is looking at the provision given to trainee teachers' physical and mental wellbeing, at university and during their school experience
UCET and the influencing of policy
This is an article from the ESCalate newsletter, issue 16, spring 2010. James Noble-Rogers writes about the remit and work of UCET (Universities Council for the Education of Teachers) and its input into national policy for Initial Teacher Education
Understanding the value of extra-curricular activities in creating graduates with impact in education
The project is a collaboration between Leeds Metropolitan University and four Further Education Colleges. The research will enhance conceptual and theoretical understandings of the diversity and value of extra-curricular activities to education students, staff, employers and the wider society. It will facilitate a better understanding of how ECA might be integrated into the curriculum, developed to enhance employability and create graduates with...
Use, evaluation and contribution of teaching observation for quality assurance (QA) and quality improvement (QI) in teaching in HE
This is an ESCalate development project led by Sue Oosthuizen of the University of Cambridge and completed in January 2008. The project aimed to impact on the quality of teaching quality assurance (QA) and quality improvement (QI) in HE. It did it by mapping, investigating and formulating new areas for research on underdeveloped understandings of the impact on teaching QI and QA of new approaches and good practice in teacher observation in HE....
What's new in accessible teaching for 2007-08?
Simon Ball a Senior Advisor with TechDis writes the second in a series of articles written for ESCalate, giving practical advice on how to improve aspects of your practice to benefit all learners. It includes information on the Higher Education Assistive Technology (HEAT) Scheme and Accessibility Essentials on how create / write accessible documents and presentations
Working in partnership to make a difference in special schools
In this case study, Lynne Coleman describes the professional development and impact of one graduate (Rebecca) in two special schools. Research shows that special schools have problems recruiting enough good teachers. Canterbury Christ Church University (CCCU) has done development work with Employment Based Trainers and schools to improve the situation. Rebecca has helped CCCU to further develop its EBT programme. At the same time, CCCU has...
Working with Multiple Identities: supporting new teacher education tutors in Higher Education
This paper reports on an Escalate funded project which is investigating the journey of school teachers as they are appointed to become university based teacher educators. The findings suggest that a very varied range of experiences exists during transition to their new role even within one case study education faculty. The study identifies tensions between the ‘professional’ and ‘academic’ systems in the teacher education...
Working with NTF's, Senior Fellows, CETLs
This is a piece of ESCalate commissioned work, awarded to Tony Brown of the University of Bristol. The purpose of NTF Scheme and the HEA Senior Fellowship is to establish a recognition and reward process for high achieving colleagues in the HE sector. This project aims to publicise the work of NT Fellows in the ESCalate newsletter and the web site. This will be done through selected telephone interviews with NT Fellows working within the...