The impact of national curriculum assessment arrangements on english teachers' thinking and classroom practice in english secondary schools

1993 ◽  
Vol 9 (5-6) ◽  
pp. 559-569 ◽  
Author(s):  
Paul Cooper ◽  
Chris Davies
Keyword(s):  
Secondary Schools ◽  
Classroom Practice ◽  
National Curriculum ◽  
English Teachers ◽  
Curriculum Assessment ◽  
The Impact

Teaching composing in secondary schools: the creative dream

2000 ◽  
Vol 17 (2) ◽  
pp. 109-127 ◽  
Author(s):  
George Odam
Keyword(s):  
Secondary Schools ◽  
Music Education ◽  
Group Work ◽  
Classroom Practice ◽  
National Curriculum ◽  
Research Programme ◽  
Experienced Teachers ◽  
The United Kingdom ◽  
Key Stage 3 ◽  
Working Method

Composing is an obligatory activity at Key Stage 3 in the present National Curriculum in music for England and for Wales. The research programme, based on field visits, seminars and questionnaires, seeks to identify a basis for effective classroom practice through direct observation of experienced teachers and their pupils in twenty-six State secondary schools across England. Visits have also been made to Northern Ireland, Scotland and Wales. Group-work is the dominant working method in most secondary schools. Much time is at present wasted in group-work and it contributes significantly to stress in both teachers and pupils. Composing is largely an individual activity and this is insufficiently acknowledged or planned for at Key Stage 3. Too many teachers use methods inappropriate to the resources available to them. There are problems of progression and preservation of pupils' work. Despite these problems there is strong evidence that many children enjoy composing activities in school and compose music in and out of school for a variety of reasons and occasions. Composing is firmly established in our music education curriculum and provides a unique feature of practice in the United Kingdom. When composing is taught well, pupils look forward to their music lessons in the secondary school and approve of and enjoy composing activities.

scholarly journals Growing Musicians in English secondary schools at Key Stage 3 (age 11–14)

2017 ◽  
Vol 34 (3) ◽  
pp. 321-335
Author(s):  
Christopher Dalladay
Keyword(s):  
Secondary Schools ◽  
Exploratory Study ◽  
Classroom Practice ◽  
Music Teachers ◽  
National Curriculum ◽  
Music Learning ◽  
Music Lessons ◽  
The Relationship ◽  
Key Stage 3 ◽  
Research Centres

The National Curriculum for Music in England at Key Stage 3 (KS3; age 11–14) declares its purpose that pupils should be inspired to ‘develop a love of music and their talent as musicians’ (DfE, 2013: KS3 Music). The Office for Standards in Education (Ofsted) have criticised secondary schools for a lack of progress in the musical development of pupils (e.g. Ofsted, 2012). This paper reports on an exploratory study into how far class music lessons at KS3 provide for the development of the musician and the relationship between the musical values of music teachers and classroom practice. The research centres on an investigation into the place of musical competencies in music learning and the contexts within which musicianship can develop. It concludes that classroom music lessons have a tendency to focus more on presenting pupils with a range of ‘taster’ musical experiences than in the development of musicians.

scholarly journals Examining the Impact of an English in Action Training Program on Secondary-School English Teachers’ Classroom Practice in Bangladesh

2019 ◽  
Author(s):  
Abdul Karim ◽  
Abdul Mohamed
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Training Program ◽  
Classroom Practice ◽  
English Language ◽  
Training Programs ◽  
Language Teaching ◽  
English Teachers ◽  
English Language Teaching ◽  
The Impact

English teachers in Bangladesh have undergone numerous training programs. Both government-initiated and donor-sponsored training programs have been in operation in Bangladesh. Government initiated institutions to train teachers are Primary Training Institutes (PTIs) and Teacher Training Colleges (TTCs). However, researchers seemed to label training provided by PTIs and TTCs as inadequate. Bridging the gaps intrigued government of Bangladesh to devise donor-aided training programs, including English Language Teaching Improvement Project (ELTIP), English for Teaching, Teaching for English (ETTE), Secondary Education Quality and Access Enhancement Project (SEQAEP), Teaching Quality Improvement in Secondary Education Project (TQI-SEP). Studies reported their potential failure to bring changes in English teachers’ classroom practices. English in Action (EIA) was the last donor-funded project that incorporated school-based training program. The aim of the study was to examine the impact of EIA training program on secondary-school English teachers’ classroom practice in Bangladesh, drawing the questions in relation to the elements learned in the training program and the elements practiced in the training program. The present study undertook the Integrated Approaches to Teacher Development suggested by Hargreaves and Fullan (1992) and Reflective Model developed by Wallace (1991). This study adopted phenomenological approach since it subsumed the experience of an activity or concept from the participants’ perspective. Eight Participants were selected who had been trained from EIA training program and who had experience of participating in other donor-aided program, in the spirit of yielding the uniqueness of EIA which informed the sustainability of this program. It had been divulged that teachers learned a lot of activities that were related to English language teaching. However, the present studies observed limited practice of such activities in the classroom.

scholarly journals Insights into CEFR and Its Implementation through the Lens of Preservice English Teachers in Thailand

2021 ◽  
Vol 14 (6) ◽  
pp. 25
Author(s):  
Witchuda Phoolaikao ◽  
Apisak Sukying
Keyword(s):  
Preservice Teachers ◽  
Language Proficiency ◽  
Classroom Practice ◽  
English Language ◽  
National Curriculum ◽  
English Teachers ◽  
Reference Level ◽  
Structured Interviews ◽  
English Teaching ◽  
Teaching Aids

The Common European Framework of Reference for language teaching, learning, and assessment (CEFR) provides a guideline for English teaching aids and curriculum development in language courses. It identifies and describes the specific skills that language learners must acquire to improve their English language proficiency for communication (CoE, 2001). In the Thai context, the Ministry of Education (MoE, 2014) has adopted the framework as a practical handbook for reforming English teaching at all levels. However, only a few studies have examined Thai stakeholders’ perceptions towards CEFR. As such, the current study investigated preservice English teachers’ perceptions of the CEFR in a Thai context. A total of 200 fourth and fifth-year preservice English teachers participated in this study. A mixed-method design was used to collect data via seven-point Likert scale questionnaires and semi-structured interviews. The quantitative findings revealed that the participants had a high level of understanding of the CEFR, specifically in the assessment domain and development of reference level descriptions. By contrast, the qualitative data revealed that Thai preservice teachers have little knowledge of the CEFR, and their understanding of the CEFR was quite limited. Nevertheless, Thai preservice teachers expressed positive views regarding the implementation of the CEFR into classroom practice. Overall, these findings indicate that the preservice English teachers had a poor understanding of the CEFR conception, which suggests that Thai stakeholders must raise awareness regarding the proper implementation of the CEFR and its alignment with the national curriculum. 

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

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