Informs dissertation proposal competition

**bistapickdun** · Guru Admin Joined: 07 May 2016 Posts: 256

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This, they seemed to feel, informs dissertation proposal competition, they had addressed in a number of ways. It appeared that, in the approaches to assessment experienced during their training courses, students frequently were given a head-start in relation to common assessment practices in many schools. As indicated already in this chapter, in both rounds of observation and interviews we asked the novice teachers in our sample how they had learned particular aspects of literacy teaching. We also asked what aspects of their previous academic study and PGCE course had been helpful in learning to teach literacy. In each case, when novices said aspects of their courses had been helpful, we probed further and asked them to give specific examples. Although we were not able to categorise these novice teachers according to their effectiveness in teaching literacy, it was clear from observations and interviews that some were more effective than others. Their lessons, for example, varied in terms of the degree of order maintained, the clarity and appropriateness of their aims, informs dissertation proposal competition, their structure and organisation, the levels of engagement with the work shown by the pupils, etc. They were also usually able to specify exactly how their training had helped them in learning to teach literacy, and, moreover, what they still needed to learn. In contrast, two novices who conducted poorer lessons (in our estimation) appeared unable to make the connection between aspects of their training and their practice in teaching literacy. These two novices were following PGCE courses in different institutions, were teaching different age-phases, and had different subject specialisms. Interestingly, other students in the same PGCE year group were able to indicate how aspects of their training had helped to underpin their literacy teaching. Most of the novices who were able to articulate and specify how and what had been most helpful in learning to teach literacy, identified a similar process, outlined below and exemplified by the comments from interviewees. Material was introduced to them in the college-based part of their courses, namely. Guided practice in processes such as choosing and structuring appropriate lesson content, planning individual lessons, sequences of lessons and schemes of work. Students putting into practice the ideas, processes and strategies to which they had been introduced, after having observed experienced teachers doing similar things, and after the opportunity to discuss observations with teachers. Some novices indicated that stages 2 and 3 had occurred in reverse order, but most indicated that the sequence above was ideal. They were asked also whether any one element of the above had been the most important: for example, having practical classroom informs dissertation proposal competition, or watching experienced teachers. In each case when asked this, individuals replied that it was neither observation, nor practical classroom experience alone, but rather the combination which had helped them not only to cope with teaching literacy, but also to understand why and how particular things worked, or did not work, and furthermore how they could improve their teaching. In the less successful lessons which we observed, the novices seemed less able to make links between university and school-based work, and appeared less able to synthesise different aspects of the training course in order to inform their own teaching. They also seemed to draw on experiences which were more distant in time, and probably remembered only sketchily, such as their own experience of primary school. The informs dissertation proposal competition aspect for most of the novices seemed to be the ability to choose relevant knowledge learned in the PGCE course and to apply or adapt it to new circumstances, and in some cases to extend the knowledge further. Some students drew on academic knowledge gained in first or higher degrees, but none indicated that this was the sole source of help in learning to teach. The major findings to emerge from this part of the research were. Novice teachers did not yet appear to have developed coherent theoretical positions regarding the teaching of literacy. They had a range of views about literacy teaching but had yet to pull these together into a working theory about which could inform their actions in teaching literacy. This contrasted with effective teachers of literacy, who had developed a variety of coherent theoretical positions, and were able to synthesise these into a working philosophy which underpinned their teaching.

Adv · Posted: 10 Oct 2016 20:10:24 Post subject: Adv