What would Jesus do now in the classroom? The CREATe research project
CREATe (Christian Reflection on Ethics And Teaching) groups are peer support groups which use an action research model to facilitate reflection and to promote the development of thinking about Christian ethics in teaching. This report summarises the findings of a pilot research project commissioned by The Stapleford Centre to offer a preliminary analysis of how Christian teachers understand Christian ethics and apply them to their teaching.
Performativity, Faith and Professional Identity: Student Religious Education Teachers and The Ambiguities of Objectivity
Abstract This paper considers the way in which Christian Religious Education (RE) teachers articulate the difficulties and challenges they experience both in school and with their peers as they navigate their way through their Initial Teacher Education. The paper offers a unique exploration of the relationship between elements of the three discourses of faith identity, emerging professional identity and the requirements of a performative teacher training context. Semi-structured interviews were undertaken with 184 student RE teachers across three universities. It became clear that all students interpreted the Standards and policy guidelines ambiguously, as being value-laden or value-free. The idea of the ‘good teacher’ as someone who was, by very definition, neutral and objective immediately made the faith position of students problematic. This is a key point in relation to the notion of performativity and education and the disproportionate impact it made on Christian students. It appeared as though many Christian students were concerned to stress that although their faith was personally important for them it was not something that contributed to their understanding of a ‘good teacher’.
Teaching Assistants: Practical Strategies for Effective Classroom Support
Part 1 Background to the development of the Good Practice Guide: recent developments in the work of teaching assistants the origins of the Good Practice Guide managing developments and review in practice defining responsibilities clearly providing clear deployment within a flexible framework creating partnerships with teachers working with others involved in education developing assistant teams reviewing performance and promoting development. Part 2 Strategies drawn from experiences in schools and LEAs: developing clear job descriptions and accountabilities exploring flexible strategies planning for teamwork with teachers drawing parents, governors and others into the work of assistants creating opportunities for team development devising induction, professional development reviews and records of achievements working effectively with teaching assistants - the next steps.