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To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage
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To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE continue, over time, to impact on classroom practice and what, if anything, limits their usage

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Authors: Carolyn Harries and Julie Jones, Coleg Sir Gar …

Authors: Carolyn Harries and Julie Jones, Coleg Sir Gar
Presented at the Research - Teaching in Wales 2011 Conference, 13th - 14th September 2011, Gregynog Hall, Newtown (Powys)

Published in: Education
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  • 1. Project Title:
    To what extent do the innovative pedagogical techniques promoted on the PGCE/PCE in selected Welsh FE colleges continue, over time, to impact on classroom practice and what, if anything limits their usage.
    Researchers - Carolyn Harries & Julie Jones
  • 2. Research Objectives
    Primary Objective
    To research the extent to which FE college lecturers within the University of Glamorgan’s education partnership employ and apply the student-centred and innovative pedagogies promoted on the PGCE / PCE with particular reference to time lapsed from when they undertook the course.
  • 3. Research Objectives
    Secondary Objective:
    To determine whether the training received on the PGCE have a shelf life, and if so to identify reasons for its decline and how it is extended
  • 4. Research methods
    Primary methods of collection:
    Research questionnaire
    Focus Groups
    Structured interview
    Secondary data
    Internal inspection and Estyn data
    PMAR data etc.
    Data Analysis
    Frequency of responses in each category
    Cross-tabulation of responses
    Assigning categories to teaching methods & subject areas
  • 5. Research Questionnaire Q’s
    • Teaching status
    • 6. Length of teaching service
    • 7. Subjects taught
    • 8. Entry qualifications of learners
    • 9. Teaching methods used, e.g.
    • 10. Most useful
    • 11. Least useful
    • 12. Constraints on teaching method used
    • 13. Opportunities for staff development
    • 14. Recent staff development
    • 15. Requirements to update skills
  • Focus group questions
    Do you think your teaching methods have changed since you have been on the PGCE / PCE?
    If yes:
    how would you describe this change?
    have you noticed any improvement in your learner’s learning?
    If yes – how do you account for this?
     
    Does anyone feels that the choice of teaching method they use is constrained in any way?
    If yes - how would you best describe these constraints and how does it constrain the teaching method used?
  • 16. Focus group questions
    Do your teaching methods change according to student ability?
    If yes – in what way do they change?
      
    When you complete the PGCE/PCE do you foresee that you would require on going development in teaching and learning?
    If yes, what form should this take?
  • 17. Teaching status of all respondents
  • 18. Subject areas (grouped)
  • 19. Entry qualifications of respondents’ students
  • 20. Selection of teaching methodsDirective methods
    Computer assisted instruction
    Digital presentation
    Pair work
    Handouts
    Note taking
    Oral feedback by teacher
    *
    Written feedback by teacher *
    Teacher explanation
    Interactive use of Digital Whiteboard
    Group work *
    Teacher demonstration
    Interactive Quiz
    Wikis, Blogs
    Videos/DVDs
    Research using Internet *
  • 21. Selection of teaching methodsNon-directive methods
    Personalised instruction
    Mastery learning
    Simulation
    Discussion
    Peer tutoring
    Team teaching
    Problem solving
    Games
    Homework
    Questioning *
    Flashcards *
    Student demonstration
    Collaborative work
    Advanced Organisers
    Case Study
    Role play
  • 22. Teaching Methods - Group 1
  • 23. Construction & Engineering Group 1
  • 24. Business, Computing & Public Services group 1
  • 25. Essential skills
  • 26. Teaching method in subject areas (group1)
  • 27. Teaching methods and entry qualifications (group 1)
  • 28. Responses to open ended questions Group 1
    Most effective methods
    Demonstration & practice – 35%
    Group work - 27%
    Questioning & Discussion - 12%
    Least effective methods
    ILT - 20%
    Note taking - 12%
    Handouts - 8%
    The majority of respondents agreed that the PGCE had been
    helpful in demonstrating different methods of teaching
    Others agreed that it reinforced what they already knew
    All respondents expected that they would have to update their
    teaching skills periodically
  • 29. Teaching Methods Group 2
  • 30.
  • 31.
  • 32.
  • 33. Teaching methods and selected entry qualifications group 2
  • 34.
  • 35. Responses to open ended questions - Group 2
    Most effective methods
    Group work 40%
    Student Demonstration and Practice 20%
    Discussion 20%
    Role Play 20%
    Least effective methods
    ILT 40%
    Teacher Explanation 35%
    All respondents agreed that the PGCE had been helpful in introducing
    them to different methods of teaching
    All respondents agreed that updating their teaching skills was
    necessary, those employed within colleges felt that the responsibility
    to ensure further training lay with the colleges
    The majority of training provided was in the area of IT
  • 36. Similarities & differences between group 1 & 2
    Similarities
    Questioning, Oral feedback, group work, teacher demonstration, & problem solving had similar high usage in both groups
    Collaborative work had similar medium usage
    Mastery learning low usage in both
    Wiki’s & Blogs – low usage
    Differences
    Higher usage of interactive whiteboard in group 2
    Higher usage of teacher explanation in group 1
    Higher usage of handouts in group 1
    Pair work higher in group 2
    Homework had a higher usage in group 2
  • 37. Teaching Methods Group 3
  • 38.
  • 39.
  • 40.
  • 41.
  • 42. Teaching method where entry qualification is GCE ‘A’ level group 1 & 3
  • 43. Teaching method where entry qualification is NVQ L3
  • 44. Responses to open ended questions Group 3
    Most effective methods:
    Demonstration 22%
    Group & Collaborative work 15%
    Role play 11%
    Least effective methods:
    Internet research & Digital proj. 19%
    Handouts & Note taking 15%
    Role play 15%
    All respondents felt that they continued to use the teaching
    methods introduced on the PGCE but that they were often
    constrained by the time available to develop their students’
    knowledge and skills
    Respondents advised that they had attended college based staff
    development when this was available
    Development of ICT skills was available on a more regular basis than
    any other training
  • 45. Similarities & differences between group 1, 2 & 3
    Similarities
    Teacher explanation similar in group 1 & 3, high usage
    Questioning & oral feedback similar across three groups
    Discussion similar in 2 & 3 , medium usage
    Differences
    Teacher demonstration high in group 3
    Pair work much lower usage in group 3
    Personalised instruction and Computer aided instruction high in
    group 3
  • 46. Conclusions - Primary Objective
    All respondents are aware of and use multiple teaching methods
    There is a greater focus on Directive methods that on Non-directive methods, particularly in group 1
    Respondents in group 2 & 3 tend to use Non-directive methods more frequently than those in group 1
    There is little differences in usage within groups in terms of subject matter and qualification levels
    Perceived constraints appear to have little impact on teaching methods used.
  • 47. Conclusions - Secondary Objective
    The results of the survey do not prove conclusively that the use of innovative strategies diminishes over time
    There were notable differences in usage between group 1 & 2 and between group 2 & 3
    Feedback from focus groups and structured interviews identified that the PGCE/PCE had been significant in developing all classroom skills and raising awareness of innovative teaching methods.
  • 48. Recommendations for further research
    How are teaching methods applied,
    e.g. to what extent is oral or written feedback ’reinforcing’ and developmental of student’s learning?
    e.g. how is questioning used, are Socratic methods applied to challenge the learner and to encourage greater thought or is questioning used simply to assess knowledge
  • 49. Recommendations for further research
    Find out at what point in their career to teachers or trainers undertake greater supervisory and course development work and how does this impact on their teaching?
    Survey of first-line managers to determine their view of how a PGCE course impacts on teaching performance
    Further analysis of how research methodologies impact on responses to surveys

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