Search results for: Secondary schools

The article describes a study designed to examine which knowledge is prioritized by student-teachers, school-based mentors and university tutors, working on three secondary education physical education teacher education courses. Results reveal that content knowledge was seen as having greater importance for student-teachers and mentors. University tutors conceptualized knowledge more broadly. The authors suggest that student-teachers may focus excessively on subject content knowledge and not enough on other knowledge bases.

This article argues that in Britain dominant educational discourses of ‘the ideal pupil’ exclude minority ethnic pupils and prevent them from inhabiting a position of authentic ‘success’. It suggests that ‘the successful pupil’ is a desired yet refused subject position for many minority ethnic young people – even for those who are (to some extent) performing educational success.

The study explores major factors effecting mentoring support in China and investigates first-year secondary school teachers. Findings revealed that mentors provide four forms of support: provision of information, mutual lesson observation, collaborative lesson preparation and discussion in the office. The focus of mentoring tends to be on teaching content rather than curriculum or pedagogy.

The study describes an apprenticeship course designed to provide preservice secondary science teachers opportunities to engage in an authentic, extended, open-ended scientific inquiry. The model included placing preservice teachers with scientists in expert/novice roles where each teacher would be actively engaged in constructing knowledge. Findings indicated that participants acquired scientific skills and content knowledge; however, they expressed limited use of these in their classrooms.