background student associates scheme
Post on 21-Jan-2016
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2008-9 a high proportion of students (40 from 287 = 14%) withdrew from undertaking a school placement. Various reasons given e.g.
job opportunity, have to go home, too much academic work to do.
blend predominantly quantative data with qualitative data in a flexible design
Self completed questionnaire administered to 220 students at 3 training venues in 2010; 199 returned =90% response rate.
Visiting tutor reportsHistorical documentary evidence
ANXIETY ‘if I’m not suited to
it’ ‘the culture
difference between China & England’
‘realising it's still not for me’
‘if I really don't enjoy it and feel under pressure’
I wish to apply for a place on a PGCE AND I
already have a place on a PGCE P1 SO17 (31%) 44 (76%) I’m considering teaching but not yet AND I’m
not considering teaching but will put the experience on my CV
P1 SO36 (66%) 13 (22%)
15 & 14.8% BUT actual number of students who
withdrew in the ‘P1’ category is four times that of the ‘SO’ category (16/4).
However this = proportional withdrawals
Consequently given that there are four times as many P1 recruited as SO there seems to be no particular significance in these results.
• 6 SO - strong interest in teaching compared
3 P1. • Overall the P1 sample showed a
balance between the responses; ‘strong interest’, ‘considering teaching’ and ‘positive experience’ with roughly a third of the sample in each category.
• Whereas the SO sample was skewed towards the positive in relation to pursuing teaching as a career.
InterviewsStatistical analyses - Chi squared? –
help!Any suggestions?
• Shortage subject advocates to continue to go into schools - how? Volunteers?
• Structured opportunity such as the SAS to build and encourage the skills of beginning teachers in the shortage subjects so that they 'believe' that they are 'suited' to teaching.
• A HE taught programme/module in collaboration with the National STEM Centre.
• Introducing and reinforcing exciting teaching and learning strategies that Priority 1 students could practise firstly during the programme and then in the classroom.
Collins, P. (2010) ‘Supporting and improving retention in initial teacher education shortage secondary subjects: The starting out scheme’ Worcester Journal of Learning & Teaching 4 http://www.worc.ac.uk/adpu/documents/FinalPCollinsITERetention.pdf [accessed 22 February 2011]
Cooper, P. and D’Inverno, R. (2004) ‘Those who can teach: Addressing the crisis in Mathematics in UK schools and Universities’ Educational Studies in Mathematics. 56 pp.343-357.
Cooper, P. and D’Inverno, R. (2005) ‘The future of the discipline? Mathematics and the undergraduate Ambassadors Scheme’ Journal of Mathematics Teacher Education. 8 pp.329-342.
Macdonald, D. (1999) ‘Teacher attrition: a review of literature’. Teaching and Teacher Education 15 pp.835-848.
Smithers, A., and Robinson, P. (2008) Physics in schools and universities: IV Supply and retention of teachers. Buckingham: Carmichael Press http://wordpress.buckingham.ac.uk/wp-content/uploads/2010/11/physics-teachers.pdf [accessed 23 March 2011.]
The Training and Development Agency for Schools http://www.tda.gov.uk/Recruit/experienceteaching/jointhestudentassociatesscheme.aspx [accessed 8.3.10.]
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