What forms of evidence do novice teachers need?

Conference paper


Blamires, M., Field, S. and Wilson, V. 2010. What forms of evidence do novice teachers need?
AuthorsBlamires, M., Field, S. and Wilson, V.
TypeConference paper
Description

The Teacher Training Resource Bank (TTRB) is a project, funded by the English Teacher Development Agency for Schools (TDA). It aims to articulate, represent and enhance the professional knowledge bases that underpin teacher education through the development of a knowledge portal. The TTRB seeks to link theory, debate and practice and raise the profile of teacher training research and knowledge creation.
Records of TTRB usage since its inception in 2006 demonstrate widespread use of the resource within English initial teacher education (ITE) and in schools. An independent evaluation (Chambers et al, 2009) indicated a positive impact on trainee teachers by making a large range of recent research resource material easily available. Trainee teachers were further enabled to make connections between theory and research, and the quality of their academic work was seen to be improved.
The paper draws on a spiral model of knowledge management developed by Nonaka, I & Konno, N. (1998) to discuss the ways in which the TTRB can support and democratise the construction of professional knowledge in ITE from the perspectives of novice teachers and their mentors and tutors.
This study has findings that illustrate successful mechanisms that bridge the perceived divide between theory and practice that can be seen to have potential across Europe.

KeywordsTeacher Education, Evidence Informed Practice, Web 2.0, Professional Knowledge
Year2010
ConferenceFIDOE Iberia America Conference in Teacher Education
File
References

Alexander R. (2008) The Cambridge Primary Review: Cambridge University
http://www.primaryreview.org.uk/
Chambers, G. Threlfall, J., Roper, T. Homer, M., Yeomans, D. and Hargreaves, M. (2009) Initial Teacher Training (ITT) Support Work Evaluation T34733 Final Report on the Teacher Training Resource Bank (TTRB) TDA Manchester
CUREE (2008) Harnessing knowledge to practice: accessing and using evidence from research. London: Curee
Furlong J and Maynard T (1995) Mentoring Student Teachers, London Routledge.
General Teaching Council for England (GTC) (2009) Code of Conduct and Practice for Registered Teachers. http://www.gtce.org.uk/documents/publicationpdfs/code_of_conduct_100... {Accessed 24.9.09}
House of Commons: Children, Schools and Families Committee (2009a) National Curriculum Fourth Report of Session 2008–09. London: The Stationery Office Limited
House of Commons: Children, Schools and Families Committee (2009b) National Curriculum: Government Response to the Committee's Fourth Report of Session 2008–09. London: The Stationery Office Limited
Leontev, A.N. (1978) Activity, Consciousness, and Personality
New York: Prentice Hall
Lord Elton: (1988) Discipline in Schools
London: HMSO
Nonaka, I & Konno, N. (1998) The Concept of ‘BA’: Building a Foundation for Knowledge Creation California Management Review 40 (3)
Rogoff, B. (1990) Apprenticeship in Thinking: Cognitive Development in Social Context Oxford University Press
Rose, J. (2009) The Independent Review of the Primary Curriculum: Interim report
DCSF http://www.ttrb.ac.uk/ViewArticle2.aspx?ContentId=15062
Schön D (1983) The Refl ective Practitioner: How professionals think in action, London, Maurice
Temple Smith

Smink,J. Schargel F.P. (2004) Helping Students Graduate: A strategic Approach to Dropout Prevention New York Eye on Education
Wenger, E. (1998) Communities of Practice: Learning Meaning and Identity Cambridge University Press
Williams, D. & Coles, L. (2003) The Use of Research by Teachers: information literacy, access and attitudes.
http://www.rgu.ac.uk/files/ACF2B02.pdf {Accessed 23.9.09}
Williams, P. (2009) Review of Mathematics Teaching in Early Years Settings and Primary Schools. Interim report DCSF http://www.ttrb.ac.uk/ViewArticle2.aspx?ContentId=14273
Turner-Bissett R (2001) Expert Teaching; knowledge and pedagogy to lead the profession. London, Fulton.

Publication process dates
Deposited26 Oct 2011
Output statusPublished
Publication dates
PrintMay 2010
Permalink -

https://repository.canterbury.ac.uk/item/8674q/what-forms-of-evidence-do-novice-teachers-need

  • 3
    total views
  • 1
    total downloads
  • 0
    views this month
  • 0
    downloads this month

Export as