Vivienne Griffiths

The Reflective Dimension in Teacher Education

The terms “reflection” and “reflective practitioner” are now common currency in articles about teacher education and teachers’ professional development, especially in British and North American research. In this chapter, the term “reflection” as it relates to teachers and teacher education will be problematized, drawing particularly on Schons (Educating the reflective practitioner. San Francisco: Jossey-Bass) terms “reflection-in-action” and “reflection-on-action.” Differing definitions of reflection will be put forward, their inter-relationship explored, and how these relate to courses of initial teacher education in a variety of countries and cultural contexts. Questions about the value and purpose of reflection will also be raised, as well as to its practical relevance to teacher education.

Developing a research profile: mentoring and support for teacher educators

With ongoing research assessment in higher education and the introduction of master’s‐level work in initial teacher education, the growing need for teacher educators to develop research identities is discussed in relation to mentoring and support in two universities. Twelve interviews—with three teacher educators and three research mentors from each university—were carried out, in order to identify effective mentoring practices and other forms of support, as well as any barriers or problems encountered in developing a research profile. An innovative aspect of the methodological approach is that beginning researchers from the teacher education faculty in both universities undertook the interviewing and co‐authored the article. The need for an entitlement to and protection of research time is stressed, as well as a range of supportive practices within an active research culture. It is argued that this aspect of teacher educators’ professional development requires as much attention as the pedagogical aspects of their role.

Crossing boundaries: the experiences of mature student mothers in initial teacher education

This paper presents a comparative study of two groups of student mothers from a teacher training course in the UK at the start and end of the 1990s, with a focus on gender issues. The study investigated the extent to which the women students could draw on their experiences as mothers to positive effect in their training, combining public and private spheres, and how far their domestic responsibilities created problems for them on the course. All the women possessed considerable skills, particularly in working with children, which were an attribute in their training. Although both groups faced similar difficulties, such as the double burden of domestic and course work, and changes in family life arising from their status transition, it was found that the more recent students could cross the boundaries between public and private roles more quickly and easily than those at the start of the 1990s. This was partly because the recent group had greater prior work experience and had already negotiated boundaries between private and public identities, and partly because some structural constraints had diminished by the end of the decade, at least at a local level. It is also argued that, although pressures on trainee teachers in general intensified during the 1990s, some effects of the changes were beneficial to student mothers. The findings are analysed within the dual frameworks of gender in higher education and initial teacher education.

Landmarks in the professional and academic development of mid-career teacher educators

This paper focuses on the professional and academic development of mid-career teacher educators from two universities in England. The objectives of the study were to analyse and compare the career experiences of teacher educators; in particular, to identify stages of development, landmark events and contextual factors affecting professional learning and academic identities. In-depth biographical interviews were carried out with 12 teacher educators, together with living graphs of their career paths. Clear landmarks were identified in both contexts, with development in teaching seen as largely positive, while research development was much more varied. Teacher educators who were further on in their careers saw research development as transformative personally as well as academically. In analysing the findings within a sociocultural learning framework, the authors draw in particular on Swennen et al.’s model of teacher educators’ sub-identities, Akerlind’s categorisation of an academic identity and Eraut’s contextual and learning factors.

Mature student experiences in teacher education: widening participation in Greece and England

In the context of the growing number of mature students entering higher education in Europe, this study breaks new ground in comparing the personal and professional identities of mature student teachers in Greece and England. Using an analytical model of student success by Zepke and Leach (2008), the research sought to identify the factors affecting the progress and development of 30 mature student teachers (15 in each country). It was found that individual motivation and prior experience were assets in the development of the student teachers, while peer and family support were vital success factors. In the English context, the importance of institutional support from university and school-based tutors was also strong. Barriers included financial difficulties and domestic responsibilities, which had a particular impact on mature women students. Some recommendations to improve institutional support for mature student teachers are made in conclusion.

Getting in Step: Young Girls and Two Dance Cultures

In this article, two contrasting dance cultures, available to girls between the ages of 2 and 6 years old who are developing an interest in dance, will be described and analysed using an ethnographic approach. Case study material, based on observation and interviews, will form the basis of the paper. Analysis will be in the context of previous feminist research on gender and dance, usually conducted with adolescents. Firstly, the traditional dancing school route will be focussed on, with its competitive ethos and predominant emphasis on ballet. In contrast, the alternative culture of creative dance classes, encouraging spontaneity and free expression will be explored. Interviews will be carried out with young girls who have recently started one of these types of dancing, as well as with their parents, to explore attitudes, feelings, and aspirations. Observations of classes and dance performances will also be used to supplement the interview material.

Feminist research and the use of drama

Abstract This paper looks at the question of a feminist methodology and argues that the researcher and her aims are crucial, rather than the particular techniques she may use. A broader definition of ‘methodology’ is suggested, describing the process or feminist approach to the research, which starts from womens experience and can include qualitative or quantitative methods. A research project using drama with adolescent girls is analysed to see how far drama can be seen as a qualitative feminist method. It is argued that drama cannot be inherently feminist, but in this case was used in a feminist way because of the researchers feminist approach.