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Trainee Teachers (trainee + teacher)
Selected AbstractsStrengthening the special educational needs element of initial teacher training and educationBRITISH JOURNAL OF SPECIAL EDUCATION, Issue 4 2009Gill Golder In the academic year 2006,2007, the Training and Development Agency (TDA) set up a development programme to enable Initial Teacher Training and Education (ITTE) placements in specialist special education provision. The goal of the programme was to enhance the knowledge, skills and understanding of inclusive practice for special educational needs and disability among those joining and those who are relatively new to the teaching workforce. This article, by Gill Golder, Nicky Jones and Erica Eaton Quinn, all Senior Lecturers at the College of St Mark and St John in Plymouth, outlines one project related to this TDA programme. The authors explore the outcomes of their work on a three-year BEd (Honours) Secondary Physical Education course in the south-west against the TDA's objectives for both trainee teachers and the special schools to which they were attached. Results confirm the importance of preparing trainee teachers for a future career in more inclusive schools. [source] Inclusion , the heart of the matter: trainee teachers' perceptions of a parent's journeyBRITISH JOURNAL OF SPECIAL EDUCATION, Issue 2 2006Chris Forlin The importance of parental choice, and parents' participation in educational processes, continue to be highlighted in strategies, acts and policies around the world. Partnership with parents is given an even higher profile in relation to educational opportunities for children with special needs. Yet many trainee teachers have only limited understandings of the impact on family life of a child with special needs; are uncertain how best to work with parents; and are not confident about the choices that parents may wish to make for their children. In this article, Chris Forlin, Visiting Professor at the Hong Kong Institute of Education, and Treena Hopewell, MEd student at Edith Cowan University, Western Australia, report the responses of a group of fourth year trainee teachers after listening to the story of a mother of a child with high support needs. Their discussion focuses on three themes emerging from the reflective comments written by the trainee teachers after the session: empathy, understanding and personal growth. Chris Forlin and Treena Hopewell review the value of this approach as a means of establishing in trainee teachers a greater desire to work more collaboratively with parents and family members. They also provide excerpts from the mother's story to enable readers to experience the passionate spirit of the storyteller; to further appreciate the needs of parents; and to understand their desire for greater participation in decisions regarding their children. [source] Hesitantly into the arena: An account of trainee teachers' and sixth form students' preliminary attempts to enter into dialogue through emailENGLISH IN EDUCATION, Issue 3 2009Nicholas McGuinn Abstract Teacher training is increasingly accountable to central government. Trainees , the word itself is significant , are expected to demonstrate competence in a wide range of professional standards if they are to achieve qualified teacher status. Training partnership schools, understandably, impose their own conditions for entry into their ,communities of practice'. In these circumstances, trainees , and their trainers , have increasingly fewer opportunities for risk taking or for exploring new configurations of the teacher pupil relationship. This paper describes an attempt to exploit the potential of email as a means of granting access to a ,pedagogical arena' in which trainees and students might attempt to negotiate their own ways of working together. It concludes by suggesting that both groups found this a challenging task and by noting that the trainers involved decided that, if the project were to run again, a certain amount of autonomy would need to be sacrificed to direction. [source] | ||||||||||