• Black male student teachers: tomorrow’s teachers?

      Maylor, Uvanney (Emerald, 17-12-15)
      England’s school population is ethnically diverse yet the teacher workforce is predominantly White and female. While Black teachers are in short supply in England, Black male teachers are even fewer in number. This article seeks to understand the shortage of Black male teachers through the qualitative experiences of a small group of Black male pre-service teachers. Utilising critical race theory the article seeks to understand the preparation that a group of Black male pre-service teachers during their teacher training course and its impact on their willingness to commit to entering the teaching profession. The article questions whether Black pre-service teachers experience of a lack of acceptance in schools during their pre-service training contributes to the under-representation of Black male teachers in English schools.
    • Cinderella and other stories…an exploration of practitioners’ views on bringing further education out of the shadows

      Thompson, Carol; Hopkins, Neil (University of Verona, 2019-05-08)
      Further education (FE) has frequently been portrayed as «the Cinderella service» in relation to other phases; a «submerged space» operating below the surface and out of sight of mainstream educational policy in England. A contrasting view depicts a sector often considered a panacea for social concerns. FE is charged with supplying a skilled workforce and has been portrayed as a vehicle for enhancing economic development (DfEE 1998, Leitch 2006). Despite this it has repeatedly suffered funding cuts (Tickle 2014) alongside imposed political change. This research explores the stories of tutors and managers affected by managerial processes in English FE. The findings revealed the impact of corporatisation on leadership as well as on tutor and student agency and explored how professional collaboration enabled practitioners to challenge the prevailing systems-driven culture in ways which would help the sector step out of the shadows.
    • Emotions and professional reflections in a post-war community: teachers’ perspectives from Kosovo

      Berisha Kida, Edona; Butler, Cathal; University of Pristine; University of Bedfordshire (SAGE Publications Ltd, 2020-11-05)
      Background: Teaching is more complex than dealing with the cognitive aspects of learning alone and is also influenced by affective states. Because of this, more research is needed into the role of teachers’ emotions in classroom interaction. Of special importance is research into reflective thinking and the extent to which it may be disturbed by the prior experience of trauma. Purpose: This study aimed to shed light on these issues by analysing reports of Kosovan teachers’ emotional arousal when speaking about and/or teaching topics related to war experiences, their beliefs about these experiences, their opinions about students’ reactions and their reports on professional reflective practices. Methods: Descriptive study. Data were collected by means of a structured questionnaire completed by 70 teachers. Results: Teachers reported strong emotions were triggered by discussion of topics linked to the war. Their beliefs influenced how they engaged with sensitive and emotionally charged topics, but they interpreted their professional behaviour using reflective and critical thinking. Conclusion: Both external and internal factors affect post-war teachers cognitively and emotionally. Further research is needed to identify the extent to which this impacts teachers’ ability to use critical reflection and critical emotional reflexivity in school-based practice.
    • Put teachers back in control of the classroom'

      Thompson, Carol (2019-10-24)
      A culture of trust is essential if teachers are to feel comfortable taking risks in the classroom
    • Special educational needs and disabilities in schools : a critical introduction

      Wearmouth, Janice (Bloomsbury, 2017-06-01)
      This book has been designed as a key resource in supporting student teachers during and beyond their teaching training, as well as others interested in education, to begin to understand how, and to be able, to address the special educational, and/or additional support, needs of children and young people within schools and colleges. Legislation across the United Kingdom and in Northern Ireland has established the legal requirement to ensure the availability of provision for special educational needs, or additional support, needs and disabilities in schools and, as in England for the first time, in further education colleges. In England, for example, the Children and Families Act, introduced in September 2014, has strengthened and extended this legislation. Under the terms of Section 19(d) of Part 3 of this Act, simply to ensure that young people with special educational needs and disability (SEND) have access to an appropriate education is no longer sufficient. Instead, it specifies access that enables young people to ‘achieve the best possible’ educational and other outcomes. This reflects a new and higher level of outcome required by law. Codes of Practice to ensure that education law in this area is implemented in schools and colleges have been developed in each of the four countries. These Codes have the status of statutory guidance. Teachers in schools (and, in England, colleges) continue to be expected to provide effective learning opportunities for all their pupils, including those who have special educational needs and/or disabilities. Schools, colleges and other settings have clear duties under the statutory guidance of the Code that applies in their own geographical area. Current legislation promotes the inclusion of (almost) all young people in mainstream schools and colleges. However this often has to be implemented within a national context of school and college ‘improvement’ and competition and market-oriented practices where, in some (but not all!) places, young people who experience difficulties may not be welcomed. Such challenges are not necessarily insurmountable however and the book discusses the debates and dilemmas and offers practical suggestions to address these. It is essential that all involved understand what ‘having’ a special educational, or additional support, need or disability means for the young person and his/her family, and what addressing such needs and/or disabilities entails in schools.
    • Teacher education and the development of democratic education in England

      Hopkins, Neil (Routledge, 2019-12-17)
      England presents an interesting and complex situation with regards to teacher education and democratic citizenship in relation to other European contexts. These challenges can be encapsulated in the debate over national identity in the midst of Brexit. This chapter will explore how and if fundamental British values accord with the Council of Europe’s conceptual model of 20 competences for citizenship and democracy. Discussion of how and whether teacher education in England is able to encourage trainers and trainees to explore identity within the context of Brexit will also be explored. Teacher education in England has become increasingly fragmented and complex in recent years. The government’s drive towards more school-centred teacher education and the removal of state schools from local authority control has left a situation where trainees can opt for a range of ‘pathways’ into school and college teaching. The debate here is whether investigation of citizenship, democracy and identity is in danger of being further marginalised by the pressure to get trainees ‘classroom ready’. This chapter will adopt a philosophical approach to the literature, focussing on some key texts in the field to draw out implications for the main concepts and how they are interpreted.