Search results for: Secondary schools

The present paper highlights how different types of learning opportunities are available in school subject departments for student teachers even when they are working in the same school and within the same PGCE partnership scheme. This article derives from a year-long doctoral ethnographic study exploring initial teacher education (ITE) work with 15 student teachers in four subject departments (geography, history, modern foreign languages (MFL) and science) in one secondary school (for 11- to 18-year-old pupils) in the south of England. The discussion concentrates on three different types of learning were identified in relation to ITE in the subject departments: Learning by imitation, Learning by enculturation and Learning by innovation.

This article reports findings from a study which explored undergraduate perceptions of the Student Associates Scheme in England (SAS). Findings show that the SAS school placements were a positive experience for the students participating in this study.

The current study explored teachers' and administrators understanding and use of “assessment of, for, and as learning”. The sample consisted of 18 administrators and 20 teachers from two school districts in southern Ontario, Canada. One of the key findings from this study is that teachers in both panels tended to over-emphasize assessment of learning techniques, whereas a minority used assessment for and as learning on a consistent basis.

This paper is a study of one teacher’s reflections on a sequence of algebra lessons at the secondary school level. Furthermore, the paper explores a range of theoretical issues about identity construction, about knowing, and about effective practice.