• Exploring Learning Conversations between Mentors and Associate Teachers in Initial Teacher Education

      Jones, Luke; Tones, Steve; Foulkes, Gethin; University of Chester (Emerald, 2019)
      Purpose - The aim of this paper is to analyse the learning conversations that take place in the context of secondary initial teacher education (ITE) in England. More specifically, it aims to examine the learning conversations that occurred between physical education (PE) subject mentors and their associate teachers (ATs) during a one-year postgraduate programme. Design/methodology/approach – Self-completion questionnaires and semi-structured interviews, with eleven ATs within a university ITE partnership, were used to explore ATs’ perceptions of the learning conversations that occurred between them and their mentors. A process of content analysis was used to identify and analyse themes in the data. Findings – Meaningful learning conversations are not exclusively based on mentors’ feedback on ATs’ teaching. The ongoing everyday dialogue that occurs between mentors and ATs has a direct impact on the ATs’ teaching and a more indirect effect of nurturing collaborative relationships and providing access to a learning community. Successful mentoring is not realised through an isolated weekly lesson observation of the ATs’ teaching. It is an immersive process where the AT and the mentor face the ongoing challenge of exploring aspects of pedagogy and developing a relationship that is conducive to shared learning. Practical implications - These findings have implications for providers of ITE and more specifically how they approach mentor training. Examining learning conversations, and in particular the more informal everyday dialogue that occurs between the mentor and the AT, may have significant impact on the learning of those who are training to teach. Originality/value - Informal learning conversations are central to the mentoring process. These findings highlight the value of learning conversations and in particular the impact of informal everyday dialogue that may otherwise be overlooked.
    • Exploring the material mediation of dialogic space – A qualitative analysis of professional learning in Initial teacher education based on reflective sketchbooks

      Moate, Josephine; Hulse, Bethan; Jahnke, Holger; Owens, Allan; Jyvaskyla University; University of Chester; Europa University, Flensburg (Elsevier, 2018-12-05)
      This study addresses the crucial relationship between theory and practice as a key feature of professional learning in initial teacher education. The context for the study is an EU-funded intensive programme drawing on different dimensions of insideness and outsideness and arts-based pedagogies in response to the diversity of education today. The data for the study comes from self-selected pages from preservice teacher participants’ reflective sketchbooks. As a methodological approach that unifies the sensuous and cognitive this study suggests that reflective sketchbooks document the dialogic encounters of students whilst also providing a material space that can itself become a form of dialogic space for critical reflection. The main findings of the study outline critical ways in which preservice teachers transform theoretical inputs into individual expressions as well as conceptualise theory in relation to lived experience.
    • What really matters about teacher education at Cathedrals Group Universities: volume 2 the case studies

      Holt, James D.; Bowie, Robert; Stone, Glenn; University of Chester; Canterbury Christ Church University; University of Chichester (Canterbury Christ Church University, 2018)
      The NICER project, What really matters about teacher education at Cathedrals Group universities, sought to understand better how teacher education staff, partnership schools student teachers perceived their teacher education institutions and programmes including specific reference to the Institution’s Christian foundation. The data was collected between November 2016 and January 2018. The aims: To investigate why ITE trainees choose Christian foundation university teacher training programmes To investigate why schools choose Christian foundation universities as training programme partners To investigate what Christian foundation universities claim is particular to their Christian foundation, what is particularly or deeply Christian about their ITE provision To investigate what Christian foundation universities, ITE trainees and partnership schools claim about ITE trainees at the point of qualification, that is particular to the institutions’ Christian foundation. The National Institute of Christian Education Research at Canterbury Christ Church University led the research project. The project took place over two years with a pilot and qualitative phase and a quantitative phase.
    • A review of: Selling Folk Music: An Illustrated History, by Ronald D. Cohen and David Bonner.

      Poole, Simon Elis; University of Chester; Storyhouse (Western States Folklore Society, 2018-06-01)
      A review of the book, Selling Folk Music: An Illustrated History. Ronald D. Cohen and David Bonner. (Jackson: University Press of Mississippi, 2018. ISBN 978-1-62846-215-9
    • An exploration of the tension between tradition and innovation.

      Poole, Simon, E.; University of Chester and Storyhouse (Palgrave MacMillan, 2018-08-01)
      This chapter will present an exploration of the tension between tradition and innovation. Terms and meanings will first be defined and delineated. Tradition will be delineated by way of a consideration of folk culture in extremis, and innovation by way of a personological understanding of creativity, again in extremis. The exploration will take place within a framework expounded by folklorist Bausinger in ‘Folk culture in a world of technology’ (Bausinger, 1961). By revisiting his concepts, and utilising his notions of spatial expansion, temporal expansion and social expansion as lenses, I will reconsider folk culture, and the relationships it has with multi-dimensional topological theories of creativity in a world of digital technology. Several tensions extant in the concept of culture have been posited by previous writers, such as Elliot (1948), Dundes (Dundes, 2002), and Dewey (Dewey, 1938). These tensions are often seen as dichotomies, divisions or contrasts, which are represented as being opposed or entirely different, as a binary construct. Such constructs might serve the creative practitioner better if reframed instead as spectrums of tension. These two extremes, existing in a state of equilibrium, might benefit the creative practitioner, creative act and culture and society more broadly. Exploring these tensions, will make help contribute to the themes and discourses of creativity and culture. Reconsidering each expansion will in turn present new perspectives and ways forward, through the examination of the supposed tensions, and the values and ideas that each expansion deals with. The chapter concludes with thoughts on what the ramifications of these tensions might be; and on the implications for future creative and traditional practice: I am mindful here of the purpose of Bausinger’s original concepts concerned with uncovering new folkloric perspectives and potential standpoints. The chapter therefore has three aims, first to propose an alternative way of being, and knowing the world, that suggests by connecting with, or knowing the past and our cultural traditions, practitioners, professionals or workers can engage in a more personally and socially meaningful creative practice in the digital world. A secondary aim is to reflect upon how this standpoint promotes identity formation and broader social cohesion. And, finally how it might in itself represent a folk realpolitik.
    • Psychogeography and Well-Being

      Scott, Clare; Marichalar-Freixa, Eva; Poole, Simon Elis; University of Chester and Storyhouse (Springer, 2019)
      A psychogeographical understanding offers a contemporary view that can be concerned with finding personal connections with place; an expression of political dissent; an expression of spirituality; or a documentation and consideration of a journey. It could also be an amalgamation of any of these to greater or lesser degrees. This understanding considers the historical significance of the flâneur, the dérive, psychogeography, from the urban to the rural, and how it has and will have, significant impact on self-efficacy, self-esteem, community, identity, landscape, and above all sustainability today and tomorrow.
    • Applied fantasy and wellbeing

      Wall, Tony; MacKenzie, Anna; Poole, Simon Elis; University of Chester and Storyhouse (Springer, 2019)
      Applied Fantasy is a new, innovative approach to wellbeing that demonstrates the significant potential within fantasy literature and media to provide effective and sustainable coping strategies for positive mental health. Emerging at the intersection of fantasy literature and media, mental health and wellbeing, and fan studies, the benefits from Applied Fantasy are two-fold. First, the concept of an individual being part of a wider fandom is a positive step towards a) combating isolation and b) subverting the stigma surrounding mental health; and second, the contents of the fantasy works themselves provide solid examples and guidance on how to manage mental health concerns while not overtly discussing coping strategies for mental health.
    • Informal Music-Making and Well-Being

      Solé i Salas, Lluís; Poole, Simon; University of Chester and Storyhouse (Springer, 2019)
      In order to define the nature of informal music, specifically music making and its multidimensional connections with one’s wellbeing. A brief history of how music making is understood is first offered in order to delineate associated research, and music learning models. It is hoped that this will provide some detailed definition of the contemporary context of music making, so that the approach of ‘Universal Design’, amongst others, in the making of music might be understood as a paradigm shift that might have benefits for wellbeing. Informal music making is in short defined as categorically separate from formal music making, but their overlapping and dynamic relationship is nonetheless recognised and also further expanded upon. Informal music making is also aligned to understandings of the intuitivist and rationalist composer.
    • Creativity and Democracy in Education: practices and politics of learning through the arts.

      Owens, Allan; Adams, Jeff; University of Chester (Routledge, 2015-08-04)
      The struggle to establish more democratic education pedagogies has a long history in the politics of mainstream education. This book argues for the significance of the creative arts in the establishment of social justice in education, using examples drawn from a selection of contemporary case studies including Japanese applied drama, Palestinian teacher education and Room 13 children’s contemporary art. Jeff Adams and Allan Owens use their research in practice to explore creativity conceptually, historically and metaphorically within a variety of UK and international contexts, which are analysed using political and social theories of democratic and relational education. Each chapter discusses the relationship between models of democratic creativity and the cultural conditions in which they are practised, with a focus on new critical pedagogies that have developed in response to neoliberalism and marketization in education. The book is structured throughout by the theories, practices and the ideals that were once considered to be foundational for education: democratic citizenship and a just society. Creativity and Democracy in Education will be of key interest to postgraduate students, researchers, and academics in the field of education, especially those interested in the arts and creativity, democratic learning, teacher education, cultural and organisational studies, and political theories of education.
    • Rancière and the demise of the book

      Poole, Simon; University of Chester; Storyhouse Chester (NAACE: The Education Technology Association, 2018-02-02)
      This paper is concerned with the future of the physical book, and everything we know and perhaps hold dear about it as an object. As something treasured, stored, loved and remembered. It draws as inspiration and data upon a question posed by Preston (2014): ‘Is the demise of the book imminent?’, and the debate held by members of Mirandanet over a couple of days in response to the question. It is a paper that deals with the books hypothetically anachronistic existence within the digital world of technology. Through the identification and exploration of the benefits and drawbacks of Rancière’s theoretical approaches, their relevance to social issues will be highlighted through a folkloristic perspective. Given this relevance, Rancière’s ideas are applied to the field of educational theory and practice, and an interpretation of ‘the demise of the book’ is offered.
    • Folk Culture in the Digital Age: The Emergent Dynamics of Human Interaction

      Poole, Simon; University of Chester (Taylor & Francis, 2016-01-13)
      A review of Folk Culture in the Digital Age: The Emergent Dynamics of Human Interaction for the journal Folklore.
    • Book Review: 'Art Disobedience and Ethics: The Adventure of Pedagogy'

      Adams, Jeff; University of Chester (National Society for Education in Art and Design, 2018-09-01)
      Book review of Dennis Atkinson's 'Art, disobedience and ethics: The adventure of pedagogy',
    • The Philosophy of Homelessness

      Moran, Paul; Atherton, Frances; University of Chester (Routledge, 2018-08-06)
      A Philosophy of Homelessness is, in a number of respects, a ground-breaking work. It critically analyses the, for the most part, ordinary assumptions by which most of us in the developed world appear to live our daily, ordinary lives. These ordinary assumptions include rights of ownership, and the ability through ownership to fashion one’s own living environment, for example by being able to decorate, add to and modify one’s home, and therefore to express some agency about place, belonging and being; the capacity to engage in an economic system in such a way that allows a distance, an abstraction, a dissociation of the participant, including the participant’s body, from that which is being exchanged; as well as a more general ontology that identifies and establishes the personal, the private, the condition that this - whatever this might be - being mine, again, including one’s own body, and the intimate cradle of one’s self, and thus one’s soul. Our research about homelessness, we suggest, discloses these facets of our contemporary, mundane neoliberal experience as products of an economy of being that forges our beliefs and practices about who and what we are. This critical analysis, amounting to a philosophy, is engendered from the mundane experiences of a community of chronically homeless people; a community that we have known and been part of for over three years. For example: the taken for granted experiences of shopping and belonging are discussed through the prism of heroin dealers and addicts; the process of being a couple and wanting to have a family is understood via a homeless couple’s struggle to live together and have a baby; the attempt to achieve financial independence is discussed by way of enforcers who collect drug debts for organised criminals; and themes of intimacy and privacy are explored through the lives of homeless sex-workers. Whilst the daily events of the homeless people that populate this work are arresting enough in themselves, it is their implications, their ontological and political implications, that are most shocking and telling about the brutal and parlous state of contemporary first world society, and the growing number of marginalised and dispossessed that it begets. The appeal of this powerful work therefore extends beyond an ethnographic and sociological analysis of homelessness in urban Britain; it provides a concrete opening for those interested in a radical critique, at the quotidian level of realisation, of the current global crisis of neoliberal beliefs and forms of organization. There are no other books on the market that undertake this work in this intimate, gritty, disturbing and irreverent way. By way of structure it achieves this by foregrounding in each chapter the lives of specific homeless people, which illustrate and develop the themes of being homeless.
    • “‘There's only one God, ma'am’- one God or many gods in the world of the Avengers”

      Holt, James D.; University of Chester (Open Court, 2018-08-30)
      This chapter will explore the nature of God within Captain America’s world and how much this draws on the ‘previous life’ of Captain Steve Rogers. It will do so, however, utilizing the exploration of the experience of Moses and the identification of God at the burning bush as a way to understand a worldview that accepts the existence of multiple deities, but with one supreme deity: ‘I am’. The chapter will then contrast this understanding with a Humean approach to the understanding of religion and the nature of God.
    • The Critically Designed Garden.

      Adams, Jeff; Hyde, Wendy; University of Chester (Wiley, 2018-08-08)
      This article is concerned with design applied to gardens, using examples from the Chelsea Flower Show in London. There is a discussion of those show gardens that represented Syrian refugees’ gardens in Iraq and the Windrush generation immigration to the UK. The garden designs combine the aesthetics of organic materials and spatial architecture with an implicit critique of topical contemporary social issues. The article concludes by commenting on the risks posed by the reduced and impoverished UK arts education policies for producing the next generation of applied design practitioners.
    • Young children and art education

      Adams, Jeff; Atherton, Frances; University of Chester (Wiley, 2018-02-09)
      Editorial for a special issue of the Journal on young children and art education.
    • Mentoring Associate Teachers in Initial Teacher Education: The Value of Dialogic Feedback

      Jones, Luke; Tones, Steven; Foulkes, Gethin; University of Chester (Emerald, 2018-06-04)
      Purpose - The aim of this paper is to analyse feedback in the context of secondary initial teacher education (ITE) in England. More specifically, it aims to examine the feedback experiences of physical education (PE) subject mentors and their associate teachers (ATs) during a one-year postgraduate programme. Design/methodology/approach – Semi-structured interviews, with nine PE mentors and eleven ATs within a university ITE partnership, were used to explore lesson feedback and the context in which it was provided. Interview data from the twenty participants was analysed through constant comparison to categorise content and identify patterns of responses. Findings - Mentors were well versed in the formal feedback mechanism of a written lesson observation. This approach is well established and accepted within ITE, but the dialogic feedback that follows lessons was thought to be where ATs made most progress. These learning conversations were seen to provide less formal but more authentic feedback for those learning to teach, and were most successful when founded on positive and collaborative relationships between the mentor and the ATs. Practical implications - These findings have implications for providers of teacher education and more specifically how they approach mentor training. The focus on lesson observations has value, but examining more informal dialogic approaches to feedback may have more impact on the learning of ATs. Originality/value - These findings support the value of lesson feedback but challenge the primacy of formal written lesson observations. The learning conversations that follow lessons are shown to provide authentic feedback for ATs.
    • The convergence of National Professional Qualifications in educational leadership and masters level study

      Lambert, Steve; University of Chester (Emerald, 2018)
      In February 2012, less than three years after the introduction of the compulsory National Professional Qualification for Headship (NPQH) for aspiring school head teachers, the mandatory requirement was removed. Despite no longer being a requirement, nearly 900 individuals annually, successfully complete the programme, with a further 5,000 completing the awards of National Professional Qualification for Middle Leadership (NPQML) and the National Professional Qualification for Senior Leadership (NQPSL). In 2017, the UK government decided that the suite of national professional qualifications (NPQML, NPQSL, NPQH) needed to be updated in order to ensure that they remained relevant to the changing shape of the educational landscape, particularly through the expansion of multi-academy trusts. At the same time, the government proposed a new National Professional Qualification for Executive Leadership (NPQEL) aimed at the chief executives of multi-academy trusts, which vary in size from two or three schools working together, to trusts with in excess of thirty-five schools. This paper explores the way in which the new NPQ programmes are having masters level criteria embedded into them to facilitate a seamless progression into masters level study and what potential benefits this brings to the individual and the provider of the NPQ programmes.
    • Subject knowledge for primary teaching: the influence of the personal dimension on beginning primary teachers’ conceptualisations and interpretations

      Pope, Deborah; University of Chester (Taylor & Francis, 2018)
      This paper argues that professional discourse relating to subject knowledge for primary teaching is less than coherent in the context of initial teacher training (ITT). This study explored the ways in which the term subject knowledge was conceptualised and interpreted by beginning primary teachers. The research was conducted across two ITT partnerships with final-year undergraduate trainees. Data were collected via questionnaires, semi-structured interviews and participatory visual methods. The findings indicated that conceptualisations of subject knowledge were highly individualised and dependent on personal factors, rather than reflecting a shared understanding of a critically distinct concept.