Becoming a TeacherPrimary Student Teachers as Learners and Teachers of

History, Geography and Science

Dr. Susan PikeLecturer in EducationSt. Patrick’s College

Dublin 9

Susan.Pike@spd.dcu.ie

AuthorsDr Fionnuala Waldron (St. Patrick’s College,

Drumcondra)Dr Susan Pike (St. Patrick’s College, Drumcondra)

Mr Richard Greenwood (Stranmillis University College)Dr Cliona Murphy (St. Patrick’s College)

Ms Geraldine O’Connor (Church of Ireland College of Education)

Dr Anne Dolan (Mary Immaculate College) Dr Karen Kerr (Queen’s University Belfast)

Culmination of a four year longitudinal study of undergraduate primary student teachers in the seven colleges of education on the island of Ireland. 

Student teachers’ attitudes towards and perceptions of the three subject areas of history, geography and science on entry to and exit from initial teacher education. 

Prior learning experiences of student teachers and their engagement with school placements and curriculum studies over the course of their ITE. 

Concepts of good teachers held by the students on entry to and exit from their BEd programmes to examine their emergent identities as teachers.

Overview of study

Lewin

1946 paper

Action Research and Minority Problems

‘a comparative research on the conditions and effects of various forms of social action and research leading to social action’

‘spiral of steps, each of which is composed of a circle of planning, action, and fact-finding about the result of the action’ Susan Pike, St. Patrick’s College, Dublin

Overview of study

Aims and FeaturesInvestigate the experiences of ITE students before and during their courses in geography, history and science education

patterns of the impact of experiencessubsequent attitudes to the subjectsattitudes to the importance of the subjectsliking of the subjectsmodels of ‘good’ teachers for each of the subjects

Longitudinal3 years in the RoI colleges and 4 years in the NI colleges.

This benchmark study surveyed all students who entered BEd programmes in Ireland in 2004 in the following colleges:

St Patrick’s College, DrumcondraMary Immaculate College, LimerickChurch of Ireland College of Education, DublinFroebel College, DublinColáiste Mhuire, DublinStranmillis University College, Belfast St Mary’s University College, Belfast

Overview of study

Research Tools

Phase 1Short and long response questionnaire

• Background information• Experiences of subjects at school• Attitudes to subjects• Models of good teachers

September 2004 (all colleges)

Overview of study

Research Tools

Phase 2Foucs group interviews

• Background information• Experiences of subjects at college and on TP• Attitudes to subjects• Models of good teachers

May 2006 (RoI)May 2007 (NI)

Overview of study

Research Tools

Phase 3Short and long response questionnaire

• Background information• Experiences of subjects at college and on TP• Attitudes to subjects• Models of good teachers

September 2007 (RoI)September 2008 (NI)

Liking of subjectsWhile there were some differences between the two cohorts, the majority of students from both RoI and NI colleges held positive attitudes towards history, geography and science at the entry and exit stages. There was evidence that their liking of the subjects increased during their ITE programmes.

Confidence to teach subjectsWhile reported levels of confidence varied across the two cohorts, the majority of students who participated in the study indicated that they felt confident about teaching history, geography and science on entry to and on exit from ITE. During their ITE courses the students reported increased feelings of confidence in all three subjects.

Perceived importance of the subjectsThe majority of students maintained history, geography and science were important subjects for children to learn in primary schools.

Higher levels of importance for the subjects were expressed at the exit stage.

Based on their responses in both the entry and the exit questionnaires, it was apparent that the NI students felt science was more important when compared to RoI students.

RoI students, on the other hand, maintained history and geography were more important than their counterparts in NI.

Positive and negative prior experiencesinteresting and enthusiastic teachers active and participatory learning approachesfieldwork in geography

Geography emerged as the subject with the most positive only comments

+ students enjoyment of fieldwork- focused on the requirements to memorise physical features and textbook-based teaching.

NI boredom and complexity about each of the subjects

RoImore negative comments regarding the use of text books, their experiences of reading and of memorisation of facts

School Placements – Positive ExperiencesVast majority of students gave positive comments in relation to history, geography and science Interaction and pupils’ engagement with particular topics and methodologies what was taught and how the subjects were taught

School Placements – Negative ExperiencesStudents’ negative experiences provided many examples of students reflecting critically on their own practiceproblems with children’s behaviour and on difficulties finding or getting access to resourcesConcern about the different and sometimes contradictory expectations of class teachers and college supervisors

Concepts of the Good TeacherWhat is the good teacher like?

Personal and interpersonal characteristics e.g. need to beinteresting, creative and imaginative exit and exit) Range of professional characteristics of the good teacher around knowledge, preparation and competency in teaching skills (more in exit)Professional competency e.g. planning, using resources and being knowledgeable about subject matter (more in exit)Teachers would be enthusiastic about and interested in each of the subjects (entry and exit)

‘Risk taking’ emerging concept / stronger presenceassociated with creativity and innovation and with not being afraid to do fieldwork or conduct experiments.

What does the good teacher do?Students were already positively disposed towards ideas such as active and participatory approaches to teaching and learning

Students’ apparent commitment to interactive approaches was associated in many cases with a perception of geography as problematic.

Active and /or integrated approaches as a way of making geography more interesting and enjoyable less apparent amongst the responses from the exit cohort where greater emphasis was placed on geographical enquiry!

Overview of study

Quantitative Data: Statistical Package for Social Scientists (SPSS)

Qualitative Data: Microsoft Excel database – coding constant comparative method (Glaser and Strauss, 1967).

Key variables• subject• gender • north/south location• certified levels of knowledge

AnalysisPositive and negative experiencesModels of good teacher Constant comparative method

Confidence and concerns Thematically

What makes a good teacher of geography? ‘Some hands-on activities always make the classes more interesting. Teachers must be willing to do some background research for each class and not just from the text book.’Entry Questionnaire

‘…the teacher should become familiar with their students' locality. They should also try and use relevant and interactive resources for all children and levels. The teacher should bring the class 'outside' the classroom.’Exit QuestionnaireWhat is the good teacher like?

–Teacher characteristics/qualitiesWhat does the good teacher do?

–Teaching environment–Methodologies

What is this subject like?

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What is the goodteacher like?

What does the goodteacher do?

EntryExit

What is the good teacher like?Personal & Interpersonal Characteristics

‘interesting’ ‘fun’ ‘patient’ ‘creative’Professional Characteristics

‘competent’ ‘good at planning’ ‘good communicator’Subject-based dispositions

‘interested’ ‘knowledgeable’ ‘well-travelled’

On entryPersonal & interpersonal (7%)Creativity (‘imaginative’ ‘creative’ ‘inventive’…)Interpersonal (‘approachable’ ‘good listener’ ‘patient’

‘understanding’…) Attractive personality (‘interesting’ ‘upbeat’ ‘funny’…)Dynamism (‘active’ ‘motivated’ ‘vibrant’ ‘lively’…)

On exitPersonal & interpersonal (9%)Creativity (‘imaginative’ ‘creative’ ‘inventive’ ‘innovative’ ‘can

think outside the box’…)6% (2%)

Interpersonal (‘compassionate’ ‘patient’ ‘encouraging’…)Attractive personality (‘interesting’ ‘fun’ ‘positive’…)Dynamism (‘dynamic’ ‘adventurous’ ‘motivated’ ‘energetic’…)Thinking style (‘enquiring mind’ ‘open mind’…)

On entryProfessional characteristics (11%)Competent (good at ‘explaining’, ‘presenting’, ‘communicating’,

‘teaching’, experienced…)Organised ( ‘organise’, ‘cope with hands-on’, ‘organise facilities’...)Prepared (‘plans interesting lessons’, ‘gathers resources’ ‘interesting

resources’…)Dispositions (‘committed’, ‘puts work into lessons’ ‘dedicated’…)

On exitProfessional characteristics (31%)Competent (‘competent’ ‘efficient’ ‘understands curriculum’…)Organised (‘good organiser’, ‘able to organise groupwork’, ‘able to

manage mess in classroom’…)Prepared(‘good at planning’, ‘able to plan varied lessons’ ‘find

interesting resources’ ‘can plan thematically’…)Dispositions (‘willing to try new approaches’, ‘makes an effort’,

‘confident’…)

What is the good teacher of geography like?

On entrySubject-based dispositions & skills (30%)Knowledge, understanding & skills Attitudes towards (‘enthusiastic’ ‘interested in’ ‘passionate’

‘positive about’ ‘enjoy’, ‘not afraid to get out and about’…)Cultural competence (‘well-travelled’, ‘wide experience of world’) Environmental awareness (‘cares about environment’, ‘ecocentric’)

On exitSubject-based dispositions & skills (40%)Knowledge, understanding & skills

20% (11%)Attitudes towards (‘enthusiasm’, ‘interest’, ‘enjoys fieldwork’…)

17% (16%)Cultural competence (‘personal knowledge of different places and

cultures’, ‘open to different beliefs and cultures’…)2% (1%)

Environmental awareness (‘cares for earth’, ‘sympathetic to environment’…)

What is the good teacher of geography like?

Teacher of geography as ‘risk-taker’Across all three categories

• Creativity & innovation• Willingness to try new methods• Not to be afraid of fieldwork

Already identified on entry• Knowledge of subject• Dispositions towards subject • Professional competence

Changing emphasis• Professional competence• More emphasis on knowledge• Some disposition towards ‘risk-taking’ & creativity

Cultural competence?Environmental awareness?

What makes a good geography teacher?

What does the good teacher do?Begins with the childEnables learningMotivates

Emerging modelsTeacher as facilitatorTeacher as professionalTeacher as geographer/historian/scientistTeacher as risk-taker

‘Ability to link with other subjects and with the child's own life. Organised, resourceful. To not be afraid to take kids out into the environment. A good knowledge of the locality.’

‘Confident in teaching it. Allows the children some ownership of the lessons - does not dominate the lesson, actively engages the children. Not afraid to try out new and fun methodologies that make learning more interesting. Engages the children in plenty of group work.’

FundingStanding Committee of Teacher Education North and SouthSt. Patrick’s CollegeMary Immaculate College

Available http://www.spd.dcu.ie/MAIN/news/BecomingaTeacher.shtml