1. The UK government plans to require all teachers to obtain a Master's degree in Teaching and Learning within the next three years to raise the status of the profession and improve teaching quality.
2. There is debate around the implications of a mandatory Master's requirement, including concerns about cost and time burden versus benefits like developing teacher skills and confidence.
3. Supporters argue a Master's program can enhance teaching practice through critical reflection, research engagement, and collaboration between teachers and universities when integrated with professional standards.
Experience of ASEAN and ROK Cooperation on Forest Education and Some Thoughts...CIFOR-ICRAF
This presentation by Seong-il Kim from the Seoul National University given during the Forests Asia Summit in the discussion forum "Learning event: Forestry education and research in Asia: Reality, challenges and the way forward" shows the experience of ASEAN and the ROK cooperation, introduces the AFoCO training program and how they plan to reinvent forest education.
Presented at Learn 2009 about how E-learning is being embraced by different HE institutions in Sri Lanka and how various projects are supporting e-learning.
This presentation by Hosny El Lakany given during the Forests Asia Summit during the discussion forum "Forestry education and research in Asia: Reality, challenges and the way forward" addresses the traits and experience current forestry students should acquire in order to be well-prepared for future challenges.
Forestry Education and Indonesian Forestry DevelopmentCIFOR-ICRAF
This presentation by Hendrayanto, the former Dean of Faculty of Forestry IPB given during the Forests Asia Summit in the learning event "Forestry education and research in Asia: Reality, challenges and the way forward" presents Indonesia's specific challenges when it comes to forestry education.
Childs, M., Keppell, M., Brown, M., Hunter, C., Hard, N. & Hughes, H. (2011). Fostering institutional change and learning leadership – a study of stories of adaptation in blended and flexible learning and distance education. In G. Williams, P. Statham, N. Brown, B. Cleland (Eds.) Changing Demands, Changing Directions. Proceedings ascilite Hobart 2011. (pp.220-226). http://www.ascilite.org.au/conferences/hobart11/procs/Childs-concise.pdf
Experience of ASEAN and ROK Cooperation on Forest Education and Some Thoughts...CIFOR-ICRAF
This presentation by Seong-il Kim from the Seoul National University given during the Forests Asia Summit in the discussion forum "Learning event: Forestry education and research in Asia: Reality, challenges and the way forward" shows the experience of ASEAN and the ROK cooperation, introduces the AFoCO training program and how they plan to reinvent forest education.
Presented at Learn 2009 about how E-learning is being embraced by different HE institutions in Sri Lanka and how various projects are supporting e-learning.
This presentation by Hosny El Lakany given during the Forests Asia Summit during the discussion forum "Forestry education and research in Asia: Reality, challenges and the way forward" addresses the traits and experience current forestry students should acquire in order to be well-prepared for future challenges.
Forestry Education and Indonesian Forestry DevelopmentCIFOR-ICRAF
This presentation by Hendrayanto, the former Dean of Faculty of Forestry IPB given during the Forests Asia Summit in the learning event "Forestry education and research in Asia: Reality, challenges and the way forward" presents Indonesia's specific challenges when it comes to forestry education.
Childs, M., Keppell, M., Brown, M., Hunter, C., Hard, N. & Hughes, H. (2011). Fostering institutional change and learning leadership – a study of stories of adaptation in blended and flexible learning and distance education. In G. Williams, P. Statham, N. Brown, B. Cleland (Eds.) Changing Demands, Changing Directions. Proceedings ascilite Hobart 2011. (pp.220-226). http://www.ascilite.org.au/conferences/hobart11/procs/Childs-concise.pdf
Creativity and Critical Thinking Skills in School: Moving a shared agenda for...EduSkills OECD
This presentation was given by Sian James at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creating People Centred Schools: Cover, title and imprint pages, with content...Saide OER Africa
This module deals with school organizational change and development to provide the context in which systematic learning takes place, particularly in developing countries.
När den sociala webben kom smygande till HelsingborgLouise Larsson
Presentation av hur Helsingborgs stad har jobbat med sociala medier för att kommunicera arbetet med att ta fram en ny webbplats. Presenterades av Louise Larsson på seminarium om sociala medier i offentlig sektor i Helsingborg för nätverket E24 Skåne den 12 oktober 2010.
Creativity and Critical Thinking Skills in School: Moving a shared agenda for...EduSkills OECD
This presentation was given by Sian James at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Creating People Centred Schools: Cover, title and imprint pages, with content...Saide OER Africa
This module deals with school organizational change and development to provide the context in which systematic learning takes place, particularly in developing countries.
När den sociala webben kom smygande till HelsingborgLouise Larsson
Presentation av hur Helsingborgs stad har jobbat med sociala medier för att kommunicera arbetet med att ta fram en ny webbplats. Presenterades av Louise Larsson på seminarium om sociala medier i offentlig sektor i Helsingborg för nätverket E24 Skåne den 12 oktober 2010.
In an era of complexity and change, European schools and, in particular, its teachers, have frequently been confronted with difficult issues that necessitate ever more sophisticated professional abilities, with consequences for teachers' work, professional growth and careers. The transformations that have occurred in the previous few decades have shaken up the autonomy of teachers, placing them in the presence of problems and expectations of a continual development process throughout their careers. https://www.oecd.org/berlin/43541636.pdf
Here at the ExercicioWeb Site you will find several simulations with exercises, questions and activities aimed
at elementary, middle and high school covering the most diverse disciplines. For teachers, students who will
provide the Enem and the Vestibular also for the contestants
Online faculty development and storytelling: An unlikely solution to improvin...Patrick Lowenthal
Institutions of Higher Education are beginning to place a greater emphasis on quality teaching and student learning. However, few faculty receive any type of teacher training prior to entering the academy. As a result, faculty development is one likely solution to teacher quality issues. But faculty development is faced with serious shortcomings that impede its ability to improve teacher quality. This paper explores how moving faculty development online while at the same time incorporating the use of teacher stories could be a viable strategy to improve faculty development and teacher quality.
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.21, 2016
1
Assessment, Student Learning and Classroom Practice: A Review
Dr. Ekua Tekyiwa Amua-Sekyi
Department of Arts & Social Sciences Education University of Cape Coast
Abstract
Assessment in its various forms has always been a central part of educational practice. Evidence gleaned from
the empirical literature suggests that assessment, especially high stakes external assessment has effect on how
teachers teach and consequently, how students learn. Through focus group discussions, this paper draws upon
the experiences of 12 tutors and 18 student-teachers in 3 colleges of education in Ghana. The findings show that
although teachers are expected to nurture evaluative thinking skills in their pupils/students this is not reflected in
the assessment and teaching and learning practices of student-teachers. This paper argues that for teachers to be
effective in promoting the desired goals of the basic school curriculum, greater recognition must be accorded to
the influence of assessment on teaching and learning, the understanding of which could arguably play an
important role in introducing changes that will promote the cognitive processes and thinking skills desired in our
schools and classrooms.
Keywords: Assessment, teaching and learning, teacher training, classroom practice
1. Introduction
Assessment is about learning. Traditionally assessment is intended to find out and report on what has been learnt
thus its relation with classroom activities. Assessment is integral to teaching and learning activities in school and
mediates the interaction between teachers and students in the classroom. Assessment can be defined as all
activities that teachers and students undertake to get information that can be used to alter teaching and learning.
This includes teacher observation and analysis of student work (homework, tests, essays, reports, practical
procedures and classroom discussion of issues). All these are concerned with sampling what a student may or
may not know. Assessment is also used in ‘selecting, controlling or motivating students, and to satisfy public
expectations as to standards and accountability’ (Biggs, 2003; p.141). Consequently, assessment has been
categorised as formative or summative depending on how the results are used (Dunn & Mulvenon, 2009).
Formative assessment is embedded in the teaching and learning process and provides feedback to the teacher in
the course of teaching to enable him or her judge how well students are learning. It also provides information on
the effectiveness of teaching which will help to determine an appropriate remedial action where necessary. For
this reason, it is appropriatel ...
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.21, 2016
1
Assessment, Student Learning and Classroom Practice: A Review
Dr. Ekua Tekyiwa Amua-Sekyi
Department of Arts & Social Sciences Education University of Cape Coast
Abstract
Assessment in its various forms has always been a central part of educational practice. Evidence gleaned from
the empirical literature suggests that assessment, especially high stakes external assessment has effect on how
teachers teach and consequently, how students learn. Through focus group discussions, this paper draws upon
the experiences of 12 tutors and 18 student-teachers in 3 colleges of education in Ghana. The findings show that
although teachers are expected to nurture evaluative thinking skills in their pupils/students this is not reflected in
the assessment and teaching and learning practices of student-teachers. This paper argues that for teachers to be
effective in promoting the desired goals of the basic school curriculum, greater recognition must be accorded to
the influence of assessment on teaching and learning, the understanding of which could arguably play an
important role in introducing changes that will promote the cognitive processes and thinking skills desired in our
schools and classrooms.
Keywords: Assessment, teaching and learning, teacher training, classroom practice
1. Introduction
Assessment is about learning. Traditionally assessment is intended to find out and report on what has been learnt
thus its relation with classroom activities. Assessment is integral to teaching and learning activities in school and
mediates the interaction between teachers and students in the classroom. Assessment can be defined as all
activities that teachers and students undertake to get information that can be used to alter teaching and learning.
This includes teacher observation and analysis of student work (homework, tests, essays, reports, practical
procedures and classroom discussion of issues). All these are concerned with sampling what a student may or
may not know. Assessment is also used in ‘selecting, controlling or motivating students, and to satisfy public
expectations as to standards and accountability’ (Biggs, 2003; p.141). Consequently, assessment has been
categorised as formative or summative depending on how the results are used (Dunn & Mulvenon, 2009).
Formative assessment is embedded in the teaching and learning process and provides feedback to the teacher in
the course of teaching to enable him or her judge how well students are learning. It also provides information on
the effectiveness of teaching which will help to determine an appropriate remedial action where necessary. For
this reason, it is appropriatel ...
2. What does a Master in Teaching and Learning look like? Differentiation has reached the PGCE what are the implications...? (Duncan Hawley, Swansea School of Education) Fast-track teacher training fears (BBC online 2009) Masters of the classroom (Guardian Supplement 2009) Entitlement versus Elitist (Cliff Jones, CPD Update)
8. 1947 Area Training Organisations 1963 Bachelor of Education
9. 1947 Area Training Organisations 1972 Post Graduate Certificate in Education 1963 Bachelor of Education
10. 1947 Area Training Organisations 1972 Post Graduate Certificate in Education 1983 Council for the Accreditation of Teacher Education 1963 Bachelor of Education
11. 1994 Teacher Training Authority 1947 Area Training Organisations 1983 Council for the Accreditation of Teacher Education 1972 Post Graduate Certificate in Education 1983 Council for the Accreditation of Teacher Education 1963 Bachelor of Education
12.
13. Leads to better teaching and better learning and a positive impact on standards. (Ofsted) M Level Study – what’s it all about? Helps develop teacher confidence and critical thinking skills Rigorous and applicable to life in school. Helps teachers specialise and make a positive contribution to school life. Can lead to a sense of pride and achievement. Widely recognised and demonstrates a commitment to CPD.
14. Postgraduate Professional Development Soulsby and Swain (2003) reported “the most striking feature of the provision is the widespread development of local and sub-regional partnership arrangements’. CUREE evaluation (2009) noted “customer responsiveness emerged as a strong theme in partnership working’.
15. > > > Cost Access Barriers Time > > > > Lack of school support Personal insecurity Lack of family support Relevance
16. Setting professional standards and redefining what it means to be a professional teacher are at the forefront of educational reform in most countries (Goodson and Hargreaves, 1996) “Teachers with advanced degrees possess a deeper understanding of teaching, learning and human development.” (McGuire, 2010 ) This system lacks quality control and too often encourages universities to offer quick, low quality graduate programs in order to attract those teachers who may be more interested in salary bumps than professional development. (Levine, 2010)
17. Make teaching a higher status profession and more attractive as a career The Masters in Teaching and Learning A ‘step change’ in the world of professional learning for teachers Integrated into professional standards for teachers. Practice-based with support from a in-school coachand a Higher Education institution. A structured approach to professional development. Over the next ten years be open to all 440,000 teachers.
18. > > > Doesn’t burden either the individual or the school. Engage in critical reflection and systematic enquiry. Critically engage with, evaluate and apply research. > > > Collaboration between schools, LAs and universities. Teachers are behind it. They support it. Improves the quality of teaching to meet learner’s needs. The next three years
19. What value do we place on Masters Level CPD? Key question
Editor's Notes
Good morning, my name is Lyndsey Callion and I am briefly going to outline some of the aspects in provision for masters level teaching and learning in the next three years. Thank you for inviting me to speak. Start by looking at what is masters provision, how and why it has evolved and finish with some questions that will shape the future or the next three years at least.
You are lucky I only have ten minutes otherwise I would be handing out blank pieces of paper and asking you ton draw or write what a master in teaching and learning looks like. This descriptive/pictorial metaphor is a useful tool to help us construct and explore meaning and see from different stand points e.g. the pupil, the head teacher, the person in the street. It also helps us consider critically some of the key tensions in this debate. Are stilts a short cut? Does the teacher get stilts so they can look down on others? Is this the prize a chance to shine.
In ten minutes, I feel a may be a little ambitious to try and dip into a history of CPD in the teaching profession, but this context is vital in understanding the current and future trends. We also need to be mindful of the collective memory and wisdom of our colleagues. Liverpool example. Teacher trainingOne of the most urgent problems facing the new Ministry of Education after the war was the shortage of teachers. The problem was exacerbated by the raising of the school leaving age to 15 (as recommended by Hadow in 1926 and implemented in April 1947) and the reorganisation of secondary education. An emergency training programme was introduced in 1945, with 53 training colleges opened by 1950. In line with the recommendations of the 1944 McNair Report, in 1947 13 Area Training Organisations (ATOs) were established in England and one in Wales to coordinate the provision of teacher training. The universities kept their separate training departments and institutes, which now served as hubs for the ATOs' clusters of colleges. By the early 1950s the newly-established LEAs had opened 76 new training colleges.
There were major changes to teacher training in the 1960s. The course was extended from two to three years in 1960, and a four year Bachelor of Education (BEd) course was introduced following the Robbins Report of 1963. The rising birth rate forced the government to increase provision for student teachers: there were 80,000 places for them by the end of the decade.
The James Report (James 1972), a major report on teacher education and training, recommended a broader role for the higher education colleges, and the White Paper Education: A Framework for Expansion promoted diversification and rationalisation. With the dip in the birth rate resulting in fewer children in the schools, the government announced (in Circular 7/73) a halving of the number of student teachers. It also became clear that the government intended to increase the proportion of student teachers trained through the one year Postgraduate Certificate in Education (PGCE).
Central government also sought greater control over the training of teachers. In 1983 the Council for the Accreditation of Teacher Education (CATE) was established to set standards for initial teacher training courses.
This was when I entered the profession. One I considered to be linear and structured and safe, but also a profession where if you didn’t want to be a head of year or head of department there was very little opportunity for progression. The idea of improving own practice through critical reflection and systematic enquiry where alien.
Once the need for BEd was established, replaced by a modest and haphazard demand for M Level courses. (No quality assurance). 2000 Award bearing INSET funding passed to TTA, providers needed to demonstrate 1) working in partnership with LEAs and schools ii) the effectiveness judged on the impact on young people as well as the beneficial outcomes for the teacher.
Ten years of PPD for teachers funded by the TDA.MTL will build on the successful experience of PPD. Will PPD be lost? experienced teachers not eligible for MTL should not be left behind. Withdrwal of PDA funding.
Teach for America. Link back to teacher on stilts. In the staffroom you can find both these views, indeed many individual teachers may hold these seemingly conflicting views at any one time.