Anne Moran

Training to Teach: Motivating Factors and Implications for Recruitment

With the decline in applications to teach, this paper examines why teaching is chosen as a career, and considers the extent to which a range of factors identified within a sample of 466 Northern Ireland students was consistent with those identified in the United States, the rest of the United Kingdom and elsewhere. Using analysis of variance, the study also compares the influence of the different factors on sub-groups within the group of teacher trainees surveyed. It is based on the responses to a questionnaire administered to students involved in initial teacher training. The findings showed that, in keeping with earlier research, those in the process of training to teach were attracted to the profession largely for intrinsic reasons, although, to a lesser extent, there was extrinsic motivation too. The implications of these findings are considered in the light of the governments recent teacher recruitment initiatives.

Developing inclusive schools: the pivotal role of teaching assistants in promoting inclusion in special and mainstream schools in Northern Ireland

This paper focuses on the vital part played by teaching assistants in developing inclusive practices in Northern Ireland schools. In the case of mainstream schools, this means assisting with the integration of pupils with learning difficulties in regular classrooms. In the case of special schools, teaching assistants are required to have the knowledge and skills both to cope with children and young people who have a broad range of intellectual, physical and emotional difficulties, and to promote inclusion and participation beyond the school environment. However, the teaching assistants position with respect to qualifications, professional development, conditions of employment and career structure, considering the greatly increased and varied demands placed upon them, has not been satisfactorily resolved at national level over some 30 years. By obtaining the views of practitioners in special and mainstream schools in Northern Ireland, the paper shows that the twin needs remain of improving teacher training and in-service training in the management of other adults in the classroom, and of enabling teachers to clarify fully the roles and responsibilities of the teaching assistant to promote an inclusive learning environment.

Promoting reflective practice in initial teacher training

Sets out to examine five school‐based initial teacher training schemes and to assess the most successful aspects of each. Aims in particular to investigate the ways in which student teachers are encouraged and assisted systematically to reflect on their practice. All those interviewed (student teachers, mentors and university tutors) recognized reflection as a crucial component of the mentoring process for structuring the analysis of teaching, but considered it a complex and challenging activity. Mentors lacked confidence in their ability to analyse and make explicit their implicit theories of teaching. Furthermore, they were inhibited by a lack of training, the time available and by the absence of a collaborative and supportive working environment. Learning to teach undoubtedly involves the mastery of reflective practice in which teaching performance is developed simultaneously with thinking about teaching.

Challenges surrounding widening participation and fair access to initial teacher education: can it be achieved?

Access to initial teacher education (ITE) across the United Kingdom continues to be significantly determined by selective entry requirements, based on prior academic qualifications. While a number of alternative routes to teacher education exist, several barriers to participation in higher education, including teacher education, still exist. Within this paper, the concept of fair access and its relevance for teacher education is examined, as well as the extent to which government initiatives, designed to widen participation, are exemplified in ITE selection processes. Quantitative data for the study were obtained from an analysis of application data from those applying for teaching, while qualitative data using semi‐structured interviews with all ITE university tutors sought information about the effectiveness of current recruitment and selection arrangements, at the University of Ulster in Northern Ireland, for postgraduate ITE programmes. Collectively, the data highlighted the need for more innovative, inclusive selection process if a more representative teaching workforce is to be achieved, capable of meeting the needs of increasingly diverse learners.

Northern Ireland beginning teachers' experiences of induction: the ‘haves’ and the ‘have nots’

The induction of beginning teachers continues to occupy a significant position on educational policy agendas as a crucial dimension in the formation of a teacher and one upon which an emergent career is built. Whilst there is growing impetus to establish an induction model that constitutes a relevant, fulfilling experience, current arrangements continue to vary throughout the UK. This paper describes induction as it affected a sample of beginning teachers in Northern Ireland, where there is a dearth of permanent positions for those newly qualified. Highly contrasting experiences of the induction year emerged between graduates in permanent and one‐year temporary positions, and those who were short‐term temporary and supply teachers. The former completed a meaningful induction whereas the latter, because of sporadic, fragmented employment, did not. A flexible model of induction is proposed, with collaborative involvement of the higher education institutions, the schools and the local education authorities.

Newly Qualified Teachers in Post-Primary Schools in Northern Ireland: The Support Provided for Their Needs and Their Own Vision for Induction.

SUMMARY This paper reports research on the needs of newly qualified teachers in post-primary schools in Northern Ireland. The views and experiences of newly qualified teachers who were awarded qualified teacher status in 1997 were sought on the effectiveness of their Initial Teacher Education programme, and on teaching and support in their induction year. The results showed that they were generally satisfied with initial training and enjoyed the rewards of seeing pupils learn, but they had concerns about discipline and the pressure of time. The Head of Department emerged as a crucial figure and the role of teacher tutor was important. The Career Entry Profile was not extensively used by either the newly qualified teachers or members of senior management to set targets. An ideal induction programme should include greater internal and external support tailored closely to newly qualified teachers.

Can a competence or standards model facilitate an inclusive approach to teacher education

The paper seeks to determine whether programmes of initial teacher education (ITE) can contri–bute to the development of beginning teachers’ inclusive attitudes, values and practices. The majority of ITE programmes are based on government prescribed competence or standards frameworks, which are underpinned by Codes of Professional Values. It is these value statements, which will form the focus of the research, alongside the views of ITE tutors. Since the professional values and practices element is integral to the teacher education framework, it is inevitable that a rather utilitarian approach has been adopted, both to the specification and development of the values statements.

Back to the future: do lessons from Finland point the way to a return to model schools for Northern Ireland?

The paper examines the school-based element of initial teacher education (ITE) and the ways in which it contributes to the professional learning of student teachers in Finland (University of Helsinki) and Northern Ireland (University of Ulster). In particular it seeks to assess the potential of Training Schools for Northern Ireland. Universities in Finland that provide teacher education have at least one designated training school in which all student teachers have the opportunity to undertake a practicum. The Finnish model was selected for comparison because of the country’s consistently excellent results in the OECD’s Programmes for International Student Assessment which is undoubtedly due, in part, to the quality of the teachers. Teaching/training schools have featured prominently in recent reviews of teacher education in England and Scotland and, while not specifically mentioned in the Northern Ireland (NI) review document, the overall concept could enrich the school-based element of ITE in NI, using existing collaborative networks of schools.

The Northern Ireland professional growth challenge: towards an integrated model of teacher education

Abstract This article describes developments in teacher education in Northern Ireland (NI) which aim to integrate the three preliminary phases of teacher development. The research for the article has been informed by a number of sources of evidence. An evaluation questionnaire was circulated to all Postgraduate Certificate in Education (PGCE) (Secondary) student teachers in June 1997 on completion of the new school-based programme. Personal involvement in the induction of newly qualified teachers and in planning for the programme for early professional development has enabled ongoing monitoring and evaluation of development. In NI the new programme of initial teacher education (ITE) was implemented in 1996, and while it shares some of the characteristics of ITE in England and Wales, it is quite different in two major respects. Firstly, no formal system of mentoring exists and secondly, no financial resources are transferred from the higher education institutions to schools. From the outset there was a str...

An investigation into the current market for fruit in the UK and the measures taken to promote an increase in consumer consumption

Surveys trends in the supply and consumption of fruit in the UK, covering: the varied range of fruits available and benefits to health associated with them; improved transportation and storage capabilities; contributions by health promoters and retail marketers to increase public awareness of the benefits to health of greater consumption of fruit. Against this background, considers the findings of a recent national survey that, for one week surveyed, 21 per cent of the UK households involved purchased no fruit at all. Discusses some of the quality‐related issues of fruit growth, importation, storage and transportation, including the use of agrochemicals, irradiation processes and the genetic engineering of produce. Gives unreserved support to the efforts of various agencies to promote the benefits to health of increased consumption of fruit (and vegetables).