Postgraduate teacher education (art and design): 'Wising-up' or 'dumbing-down'?

International Journal of Art and Design Education

Volumn 19, Issue 3, 2000, Pages 332-344

  Davies, Tom ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 52849119524     PISSN: 14768062     EISSN: 14768070     Source Type: Journal    
DOI: 10.1111/1468-5949.00236     Document Type: Article

References (38)

1. Davies, T. [1998] Competence and Creativity: the Politics of Art Education, Cascade Publications, BIAD/UCE, Birmingham. Additionally, more informal information gathering has been made possible through the researcher's role as external examiner for a range of courses and as a training provider for both NQT courses and InSET programmes.
2. Davies, T. [1995] Playing the System. Cascade Publications, BIAD/UCE, Birmingham. Changes within the curriculum invariably affect newly qualifying teachers to a greater extent, as their contribution is generally considered to be informed by current requirements and trends.
3. Teacher Training Agency [1998] Circular 4/98.
4. originally TTA [1992] Circular 9/92 Initial Teacher Training [Secondary Phase], HMSO. While the pressure to comply with external, national requirements is as strong in ITT models as it is in schools, critical reflection and theoretical understanding is still a dimension of courses in teacher education, albeit, drastically reduced in terms of time allocation.
5. Davies, T. [1998] Circular 9/92 Initial Teacher Training [Secondary Phase], Op. cit
6. James, P. [1899], in Renshaw, P. [1973] A Flexible Curriculum for Teacher Education. pp. 219-242
7. Lomax, D. [Ed.] The Education of Teachers in Britain. Wiley Press, London.
8. Medley, D. M. and Mitzel, H. E. [1959] Some behavioural correlates of teacher effectiveness. Journal of Educational Psychology,
9. and Problems in teacher training. Education for Teaching. Issue 50, pp. 239-246
10. Oliver, W. A. [1953] Teachers' educational beliefs versus their classroom practices. Journal of Educational Research. Issue 47, pp. 47-55
11. Rousseau, A. J. [1968] The Impact of Educational Theory on Teachers. British Journal of Educational Studies. Issue 16 [Feb] pp. 61-71
12. Swift, J. & Steers, J [1999] A Manifesto for Art in Schools, Journal of Art end Design Education, Vol 18, No. 1, NSEAD.
13. Hargreaves, D. [1996] 'Teaching as a Research-Based Profession: Possibilities and Prospects' TTA Annual Lecture.
14. Eggleston, J., Galton, M and Jones, M. [1979] Characteristics of Educational Research: Mapping the Domain, in British Research Journal, Vol. 5, No. 1.
15. Peters, R. S. [1968] Theory and Practice in Teacher Education. Trends in Education. Issue 9 [Jan], pp. 3-14
16. Jofili, J. M. S. [1996] 'Fostering teachers' critical thinking: some paths to teacher development programme'. PhD Thesis, Surrey 46-12405.
17. Johnson, G. F. [1994] 'Teaching competence: a personal construct view', PhD Thesis, Brunel, 44-6300.
18. University of Central England, Birmingham Institute of Art and Design, PGCE Course.
19. Qualifications and Curriculum Authority. National Curriculum for Art [1995], HMSO.
20. Many members of the group were apprehensive of voicing their opinions in front of twenty or so of their peers, and were certainly inhibited by the presence of other lecturers informally contributing to the discussion. Individual interviews with the students concerned were obviously a much better way to gain rapport and information.
21. PGCE Handbook, University of Central England, Birmingham Institute of Art and Design, PGCE Course. Induction Programme, Secondary School Preparation Placement.
22. There were, of course, one set of decisions whose existence we could only learn of through the students' comments, and those were their decisions not to do or say something.
23. While such analysis of the video recordings would make the subsequent interviews more rigorous, the time needed for this aspect was prohibitive. On balance, it seemed best to conclude that there was insufficient time to analyse the video material before interviewing the students, and to reserve any such analysis for a later date.
24. There were three obvious ways we could guard against this - avoid revealing the precise research topic; allow a degree of 'open-endedness' in the responses; and to double-check by obtaining information from other sources.
25. It was also made clear that the video material was only available for the project and that any subsequent use would require students' written permission. The anonymity of the students (and the schools) would be maintained in any written or spoken reports on the project.
26. Teacher Training Agency [2000] Supporting Assessment for the Award of Qualified Teacher Status - Art and Design, Resource material - Video/Publication. Learning Matters, Exeter.
27. Teacher Training Agency [1998] Circular 4/98,
28. originally TTA [1992] Circular 9/92 Initial Teacher Training [Secondary Phase], HMSO.
29. Included in this interview schedule were questions about the students' aims and objectives for the recorded lesson (to provide opportunity for elaboration of their aims as stated in their lesson plans). Questions about their teaching techniques were in part designed to elicit their methods of dealing with hypothetical problems such as differentiation and evaluation.
30. Sellick, M. [1998] 'Effects of Recent Change in Secondary Initial Teacher Education: A Longitudinal Comparison', PhD Thesis, Leeds University.
31. Wilkin, M. [1994] 'Ideology and the Initial Teacher Training Curriculum 1960-1990', PhD Thesis, Cambridge, 44-3416.
32. Joicey, B. HMI 'Reporten ITT Art and Design' [1998] The State of Art we are in. Art and Design in Secondary Teacher Training, a conference for secondary partnerships. Royal Academy of Arts, Burlington House, London, 21st October 1998.
33. Survey 2000: 'Resources for Initial Teacher Education in Art and Design', NSEAD [TEB], AAIAD and the Vivien Duffield Foundation.
34. PGCE Handbook, University of Central England, op. cit Assignment 2. Teaching File Components - General/Contextual Rationales.
35. The philosophy and history of education have been largely removed from ITT courses to facilitate greater emphasis on teaching methodology and standardised pupils' performance.
36. Graduate Teacher Training Registry [2000] GTTR, PGCE Art and Design Statistics -February, Cheltenham.
37. Teacher Training Agency [1998] GTTR, PGCE Art and Design Statistics Op. cit
38. Eisner, E. [1985] The Art of Educational Evaluation. The Falmer Press, Philadelphia, USA. p. 155