Tuesday 15th September 2015 1.24 |
Teacher Education and Development Becoming a teacher educator |
0067 – The use of a narrative inquiry approach to examine how experienced teacher educators express their professional lived experience 0281 – Teacher educators’ professional learning and development needs |
Tuesday 15th September 2015 1.25 |
Teacher Education and Development Developing teacher identities |
*0447 – Teacher identity, well-being and resilience in teacher education *0491 – ‘Who do they think they are?’ Exploring the significance of Teach First teachers’ professional identities. A case study in Wales 0262 – Exploring the Construction and Development of Professional Identity of English Teachers of Bai Nationality in Multicultural Contexts: A Case Study of Yunnan Province, China |
Tuesday 15th September 2015 1.26 |
Teacher Education and Development Developing effective teaching |
0053 – Praxis Teacher Education: Establishing the conditions for learning as practice-theorising 0355 – Factors that Influence Student Performance in Mathematics in the Eastern Caribbean: An Exploration of Teacher Characteristics |
Tuesday 15th September 2015 2.25 |
Teacher Education and Development Teacher learning and expertise |
*0501 – An English Evolution of Lesson Study? *0433 – Does using Lesson Study in primary schools to collect primary data challenge teachers’ conceptions of how effectively children are learning? 0233 – Improvisation and teacher expertise: reconceptualising teacher professionalism |
Tuesday 15th September 2015 2.26 |
Teacher Education and Development New teacher values |
0100 – The career motivations & socio-demographic profiles of initial teacher education applicants in Ireland: Connecting teacher motivation and teacher diversity research *0135 – How do beginning early years’ teachers develop personal pedagogy and identity? |
Tuesday 15th September 2015 2.27 |
Teacher Education and Development Effective professional learning for teachers |
0431 – Effective Continuing Professional Development and Learning: a review of reviews 0462 – A place-based response to addressing accountability and performativity through privileging collaborative spaces for whole school professional learning: Teachers as co-constructors of data and meaning in isolated communities 0448 – Developing a differentiated approach to staff learning and development in schools in England: Some successes and challenges |
Wednesday 16th September 2015 3.24 |
Teacher Education and Development Becoming a teacher |
0029 – Who will I be today? Investigating the link between accent and teacher identity *0196 – Going into battle: Becoming a male primary school teacher |
Wednesday 16th September 2015 3.25 |
Teacher Education and Development |
0511 – The Hope Challenge Phonics Intervention – applying a pedagogy of enactment to the work of teacher education |
Wednesday 16th September 2015 3.26 |
Teacher Education and Development Teachers as technicians or activists? |
0481 – A Literature Review of Teacher Induction Workshop Programmes: a transmission model or an evolving dynamic framework for teacher autonomy? 0518 – Narrative analysis of a multi-layered education partnership in the early career phase of teacher education 0526 – From Didactics to ‘Critical Thinking’ and Reflective Practice: Constructions of Teachers’ Professional Knowledge in a post-Soviet Context |
Wednesday 16th September 2015 4.24 |
Teacher Education and Development Professional learning for teachers |
0042 – Signature Pedagogies of Teacher Professional Learning 0549 – Investigating the Impact of CPD for Teachers: short change? 0454 – The lived experience of beginning teachers in their graduate year: Accessing the phenomenon through existential themes |
Wednesday 16th September 2015 4.25 |
Teacher Education and Development Teacher education partnership |
0565 – What happens to schools who host lots of student teachers? *0344 – Exploring Practicum Relationships in Pre-service Teacher Education: Power and Positioning within a Quadraciprocal Model 0096 – Exploring the enactment of school-university partnership in times of education policy reform: two case studies from Ireland and Hong Kong |
Wednesday 16th September 2015 4.26 |
Teacher Education and Development |
0513 – Developing ambitious teaching in beginning teachers: The Hope Challenge Creative Writing Intervention |
Wednesday 16th September 2015 5.24 |
Teacher Education and Development Teacher learning |
0063 – Poetry teaching in Malta: The interplay between teachers’ beliefs and practices 0553 – Strategies for the assessment of inquiry learning in science at secondary level 0254 – The impact of a professional development workshop programme on the quality of classroom dialogue supported by interactive technology |
Wednesday 16th September 2015 5.25 |
Teacher Education and Development Convenor: Ian Thompson |
0209 – Perspectives on Poverty and Teacher Education |
Wednesday 16th September 2015 5.26 |
Teacher Education and Development Developing teacher education |
*0393 – Teacher trainer change through engagement with an innovative pre-service English teacher curriculum in Chile 0369 – Pre-service teachers becoming experts – how online cross-cultural exchanges can bridge policy and practice in literacy learning |
Thursday 17th September 2015 6.23 |
Teacher Education and Development Teachers’ professional learning |
0133 – A new research agenda for teacher education: the value of a partnership approach to classroom-based research 0540 – The Emergence of Trainee Teachers’ Professional Identity as Research-Engaged Practitioners as They Progress Through an Initial Teacher Training Programme 0629 – Developing a mentor teacher education curriculum |
Thursday 17th September 2015 7.20 |
Teacher Education and Development Professional capital |
0148 – Preservice second career teachers: Backgrounds, strengths and perceived qualities of good teachers 0076 – Prison teachers matter: a study of the roles, identities and knowledge bases of teachers working in English prisons |
Thursday 17th September 2015 7.21 |
Teacher Education and Development Developing research-informed practice |
0525 – Professional learning through a subject-specific Masters programme: engaging with and in research to develop teachers’ epistemological beliefs and classroom practice 0494 – Teachers’ engagement with published research |
Thursday 17th September 2015 7.22 |
Teacher Education and Development |
0593 – Developing frameworks for career-long professional development – The Role of Teaching Councils as professional and regulatory bodies |
Thursday 17th September 2015 7.23 |
Teacher Education and Development Teachers’ learning |
0072 – “Snapshots of Critical Thinking in Caribbean Schools: Teachers’ Reflection” *0115 – Developing constructive alignment of assessment: the contested place of assessed reflective writing in ITE |
Thursday 17th September 2015 8.19 |
Teacher Education and Development Discussant: Whitty, Geoff – Bath Spa University |
0289 – The selection and formation of new teachers |
Thursday 17th September 2015 8.20 |
Teacher Education and Development Beginning teachers |
0538 – The Evolution of Postgraduate Students’ Identity as Research-Engaged Practitioners While Completing a Professional Doctorate in Education 0536 – The Modern Languages competences and choices of PGCE students |