Project Title:<br />To what extent do the innovative pedagogical techniques promoted on the  PGCE/PCE in selected Welsh FE...
Research Objectives<br />Primary Objective<br />To research the extent to which FE college lecturers within the University...
Research Objectives<br />Secondary Objective:<br />To determine whether the training received on the PGCE have a shelf lif...
Research methods<br />Primary methods of collection:<br />Research questionnaire <br />Focus Groups <br />Structured inter...
Research Questionnaire Q’s<br /><ul><li>Teaching status
Length of teaching service
Subjects taught
Entry qualifications of learners
Teaching methods used, e.g.
Most useful
Least useful
Constraints on teaching method used
Opportunities for staff development
Recent staff development
Requirements to update skills</li></li></ul><li>Focus group questions<br />Do you think your teaching methods have changed...
Focus group questions<br />Do your teaching methods change according to student ability?<br />If yes – in what way do they...
Teaching status of all respondents<br />
Subject areas (grouped)<br />
Entry qualifications of respondents’ students<br />
Selection of teaching methodsDirective methods<br />Computer assisted instruction<br />Digital presentation<br />Pair work...
Selection of teaching methodsNon-directive methods<br />Personalised instruction<br />Mastery learning<br />Simulation<br ...
Teaching Methods - Group 1<br />
Construction & Engineering Group 1<br />
Business, Computing & Public Services group 1<br />
Essential skills<br />
Teaching method in subject areas (group1)<br />
Teaching methods and entry qualifications (group 1)<br />
Responses to open ended questions Group 1<br />Most effective methods<br />		Demonstration & practice 	– 35% <br />		Group...
Teaching Methods Group 2<br />
Teaching methods and selected entry qualifications group 2<br />
Responses to open ended questions - Group 2<br />Most effective methods<br />	Group work					40%<br />	Student Demonstrati...
Similarities & differences between group 1 & 2<br />Similarities<br />Questioning, Oral feedback, group work,  teacher dem...
Teaching Methods Group 3<br />
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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
Presented at the Research - Teaching in Wales 2011 Conference, 13th - 14th September 2011, Gregynog Hall, Newtown (Powys)

Published in: Education
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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

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

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