Resources: Teaching and research

63 resources found for "Teaching and research"

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...
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 –...
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
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:...
M level PGCE research pilot: The aim of this research is to track the progress and effect of Masters level PGCE (Postgraduate Certificate in Education) provision in England from September 2007 investigating the value-added it brings to the teaching profession. The research project is led by ESCalate ITE (Initial Teacher Education) in collaboration with members of staff from the Education Faculty of the University of Cumbria. It is in collaboration with colleagues from the...
2nd ESCalate ITE conference proceedings : Teacher education futures: This booklet draws together a range of papers which were presented in workshops and symposia throughout the conference and will be of interest to all staff in schools and Higher Education Institutions concerned with Initial Teacher Education. These papers draw together a wealth of inspiration for teacher educators from research and scholarly activity by colleagues in the sector. There are papers on the successful use of technology, ranging from...
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....
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...
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
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...
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...
The teaching research interface : implications for practice in HE and FE: The teaching research interface : implications for practice in HE and FE is a selection of conference papers presented on 29th - 30th April 2008 at the University of Stirling, and edited by Muir Houston of the University of Stirling on behalf of ESCalate. There has been a growing interest in recent years in what has been termed the nexus between teaching and research and its impact on student learning. There can be important disciplinary...
Developing students as researchers: This article authored by Mick Healey and Alan Jenkins describes the importance of research within the undergraduate curriculum. It argues that all undergraduate students in all higher education institutions should experience learning through and about research. This was originally published in UC Magazine, October 2008, p17-19, (Magazine of University and College Union). It also gives a list of useful websites
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...
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
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...
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...
Encouraging the use of evidence to inform practice among teachers early in their careers: This is an ESCalate development project awarded to Stephen Bigger of the Institute of Education / University College Worcester and completed in May 2006. It explored how to support teachers early in their careers, and how Masters level study can be professionally relevant. Newly Qualified Teachers are confident in academic study but are still building their confidence in classroom skills. They are therefore open to the idea of continuing with...
Teacher Education Group (TEG): The TEG project team includes: Dr Moira Hulme, University of Glasgow; Professor Marion Jones, Liverpool John Moores University; Professor Pat Mahony, Roehampton University; Professor Jean Murray, (University of east London; Dr Karl Wall, Institute of Education, University of London; Research Support: Ian Hextall Between 2007 and 2009 the Teacher Education Group (TEG) worked under the auspices of the Teaching and Learning Research Programme...
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...
ESCalate newsletter issue 15 - autumn 2009: This the ESCalate newsletter issue 15 - autumn 2009, Policy, Practice and Partnerships across the Nations. This latest edition of the termly ESCalate newsletter brings together articles from across the four UK nations. The pieces address a wide range of education topics from a nation's perspective. It looks at topics such as bilingualism, science education, professional development and sustainability in Wales, England, Scotland or Northern...
The Trebullom Farm Project: The Trebullom Farm project was launched in September 2006 by tutors and students from the University of Plymouth. Its aim has been to develop a teaching and learning centre in rural Cornwall as a resource for higher education students wishing to develop skills and learn about sustainability issues in a practical ‘hands-on’ environment. Trebullom is a beautiful, early nineteenth century farmhouse not far from Launceston which was converted in...
Early career academics and their experiences of linking research and teaching : a collaborative UK / Canadian project: Dr Lisa Lucas and Nancy Turner were successful project partners in the ESCalate October 2005 Development Grant funding round. The support they received helped them to carry out this research and the project is now near to completion. In this article, the authors state that the significance of the link between research and teaching has become increasingly important within debates on higher education in many western countries. This article was...
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...
Interactive and collaborative blended learning for undergraduates: This is an ESCalate research project from 2008 led by the University of Exeter. The aim of this project was to investigate ways of using new technologies for collaborative online learning in a blended learning context. A variety of interactive online learning tasks and e-learning tools such as wikis, discussion forums and concept maps were used for both independent learning and assessment purposes. The research was intended to show whether a...
Developing teaching and learning programmes for new lecturers in higher education to allow for exploration of the link between research and teaching : a collaborative UK / Canadian project: This is an ESCalate development project led by Lisa Lucas of the University of Bristol and completed in 2009. It looks at teaching and learning programmes for new lecturers in the UK and Canada, specifically the link between research and teaching. The aim of this project was to develop innovative materials and activities, and collect best practice examples that focus on the link between research and teaching that can be utilised within...
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...
Learning from the Research Successful: This is a piece of ESCalate commissioned work for 2010/11 led by Professor Jean Murray (Cass School of Education, University of East London). It is a questionnaire and interview-based study of the learning life histories of a purposive sample of established researchers in teacher education. Its aims are: to explore the experiences of established researchers and the socio-cultural factors which support their development in the professional field...
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...
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
Teacher education across the four nations: This is an article from the ESClate newsletter, issue 15, autumn 2009. Ian Menter continues his discussion (begun in ESCalate newsletter, issue 11) of teacher education research across the four nations. He reminds us of the TEG (Teacher Education Group) database of annotated research abstracts that support teacher educators engaged in research. Analysis of the TEG resource itself indicates that teacher education research is very much alive in the...
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...
Teacher Education Research Network (TERN): The Project team: Professor Marion Jones, Liverpool John Moores University Professor Pat Mahony, Roehampton University Professor Olwen McNamara, University of Manchester Professor Ian Menter, University of Glasgow Professor Jean Murray, University of East London Dr Grant Stanley, Liverpool John Moores University The Teacher Education Research Network (TERN 2008-09) was a year-long project funded by the ESRC which ran from November 2008 to July...
Students as change agents at Exeter University: This is an article from the ESCalate newsletter, issue 18, autumn 2010 by Harriet Whewell, formerly of the University of Exeter. This article gives a personal account of working with students on an innovative project at Exeter University. It details the Students as Change Agents scheme that aims to increase student engagement in the teaching and learning experience. Students ran their own research projects and data collection to improve an area...
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
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
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...
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
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...
In conversation with ... Andrew Pollard: This is an article from the ESCalate newsletter, issue 14, summer 2009 featuring an interview with Professor Andrew Pollard, the outgoing Director of the Teaching and Learning Research Programme (TLRP). He answers questions from Fiona Hyland of ESCalate about the state of Education research today and developments for the future
CETTlers: This is an ESCalate development grant led by Diane Thurston of Newcastle College. Objectives The project aims to build capacity through the creation of a research culture. It will utilise and value the skills and experiences of practitioners, moving away from the image of teaching staff as ‘trusted servants rather than empowered professionals’ (Anderson et al quoting Avis 2003:502). As long ago as 1975 Stenhouse was calling for an increase in...
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
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
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...
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...
Reflections of a personal research journey: This is an article from the ESCalate newsletter, issue 14, summer 2009 by Alison Hramiak and Helen Boulton. The article outlines the process the two authors went through to come together and produce their research material
The link between teaching and research: experiences of academic staff in two University Education Departments: Details a small qualitative research project in two UK education departments, looking at the relationship between research and teaching - set against the current debate about that relationship
Shooting stars research with ESCalate: This is an article from the ESCalate newsletter, summer 2010, celebrating 10 years of the education subject centre. Joe Gadzula writes from a lecturer’s point of view about the support ESCalate has given to one of his students to make a start on their career by applying for funding, engaging with research and presenting at conferences
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...
DRAFT PAPER 3 "Pretty scary! An account of research on how pupils and students experience answering questions and presenting in whole class contexts, with a focus on what coping strategies they employ.": Presentation by Dr Julie Anderson at the International Society for the Scholarship of Teaching & Learning (ISSOTL) Conference 2007.Introduction: On reading John Holt’s book How Children Fail in the 1990s when still working full time as a school teacher of Year 5 pupils, I was taken aback by his description of the fear and anxiety pupils told him they felt when being asked questions in his classroom. He came over as a caring, supportive...
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
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
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...
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...
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
Science Shops Wales: This is an article from the ESCalate newsletter, issue 15, autumn 2009. Kim Treasure of the University of Glamorgan introduces Science Shops Wales. Science Shops Wales offers an example of the way in which the greater ease and speed of movement from idea to action in the devolved nations can not only connect academia to the so-called ‘real-world’ in a way which is all too rare but also provide a model for similar projects throughout the UK. It...
Editorial for ESCalate news no.15: This is the Editorial for the ESCalate newsletter no.15, autumn 2009, written by Tony Brown, Director of ESCalate. ESCalate is a small but important part of the HE Academy and as such, is part of an institution with UK wide responsibilities. This edition (ESCalate News No. 15) seeks to underline our commitment to maintaining a UK perspective by inviting pieces from writers working in Northern Ireland, Scotland and Wales. It is available as a PDf...
Pitching it right: Angela Jaap writes for the ESCalate newsletter, summer 2010 on how she managed to secure funding from ESCalate for research into the influences that shape musical development in children
Getting your assessment, learning and teaching research published: This is an article from the ESCalate newsletter, issue 14, summer 2009 by Sally Brown of Leeds Metropolitan University. It details ways of getting your research published, some reasons for choosing to write and tips for making the most of writing
The Reinvention Centre for Undergraduate Research: The main areas of activity of this Centre for Excellence in Teaching and Learning are: promoting new methods in teaching and learning with a focus on research-based learning; funding undergraduates to carry out research, and academics to develop research-based teaching
Students as researchers : novice to expert: This is an article from the ESCalate newsletter, issue 14, summer 2009 reporting on the first ESCalate student conference - Students as researchers : novice to expert - held on Monday 20th April 2009, at the Lakeside Centre, Birmingham. The article gives a flavour of the day and what was covered in the different sessions
Research Versus Teaching, Teaching Research and Researching Teaching: Paper presented at the Head of Department Forum, 18 February 2003
Linking Teaching and Research in the Disciplines: This is an LTSN Generic Centre Project focussed on supporting the link between teaching and research in 7 other disciplines - not directly related to education but could be useful for those making the link. Includes links to useful resources