Browsing Education by Subjects
Now showing items 1-2 of 2
Mentoring Associate Teachers in Initial Teacher Education: The Value of Dialogic FeedbackPurpose - 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.
Who teaches primary physical education? Change and transformation through the eyes of subject leadersPrimary physical education (PE) lessons tend to be taught by one, or a combination of, three different groups: generalist classroom teachers, specialist primary PE teachers and so-called ‘adults other than teachers’, who are almost exclusively sports coaches. Drawing upon data gathered from one-to-one interviews with 36 subject leaders (SLs), this study sought answers to two main questions: “Who delivers primary PE nowadays?” and “What are the consequences?” The findings revealed that the most common model for the delivery of PE involved responsibility being shared between the generalist class teacher and either a sports coach or specialist PE teacher. The SLs recognised strengths and weaknesses in all of the three main approaches used. However, while they favoured the use of specialist teachers because of their subject knowledge and expertise, the more prosaic constraints of cost and flexibility meant that the use of coaches had become increasingly popular. Whether or not, the growth of coaches is de-professionalizing the delivery of PE, it certainly appears to be exacerbating any existing tendency to turn primary PE into a pale imitation of the sport-biased curricular of secondary schools. Ironically, the apparent ‘threat’ to the status of PE in the primary curriculum (as well as the status of PE specialists) posed by the growth of coaches in curricular PE in primary schools may well be exaggerated by the Primary PE and Sport Premium which appears to have added momentum to a change of direction regarding staffing the subject – towards sports coaches and away from generalist classroom teachers and PE specialists. As the shift towards outsourcing PE to commercial sports coaches becomes increasingly commonplace it seems appropriate to talk of transformation, rather than mere change, in the delivery of primary PE.