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Finding time to talk; the benefits of dialogic interviews in developing pedagogical understanding and resilience within ITE students

Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 (2018) Finding time to talk; the benefits of dialogic interviews in developing pedagogical understanding and resilience within ITE students. In: 2018 Tean Conference. (Submitted)

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CER TEAN 2018b RAY.pptx - Presentation

Abstract

Aim: This paper builds on the pilot project presented at TEAN two years ago. It will use interview data gathered as part of a three year phenomenological research project exploring student teacher conceptions of feedback. As well as identifying the emerging findings related to feedback, the paper will examine the perceived benefits of engaging in research interviews for student teachers. In particular, the therapeutic benefits of discussing difficult experiences and the potential for reflective practice.
Content: The presentation will be based on three years of data collection within a PhD exploring how student teachers understand feedback across an ITE undergraduate programme. This includes conceptualising ‘feedback’ and analysing how the practices within an Initial Teacher Education programme influence this understanding, both within taught modules and school placement. A phenomenological case study methodology underpins the research with interviews as the prime method of data collection. Phenomenographic analysis (using an outcome matrix) has enabled themes to be identified, including emotional responses, relationships and identity. These themes have often arisen from difficult experiences that the students have found emotionally challenging. An emerging, and unexpected, finding from the data has been that the participants have valued the chance to discuss these difficult or challenging experiences commenting that the interviews are ‘therapeutic’ or enable them to ‘feel closure.’ As such the paper will also examine how such discussions could contribute to resilience and educational philosophy.
The potential impact on practice is two-fold. The presentation will firstly examine how student teachers conceive and engage with feedback from tutors / mentors and use it to impact on the learning of the children they teach. Given the focus on feedback within the NSS, Ofsted framework and Teacher Standards, this is an area worthy of much more research and discussion within Teacher Education. Secondly the presentation will examine how research interviews themselves have a role in the development of reflective practitioners who are resilient to the challenges within the profession. Given the current issues with teacher recruitment and retention, this also has potential impact for the sector.

Item Type: Conference or Workshop Item (Paper)
Status: Submitted
Subjects: L Education > L Education (General)
School/Department: School of Education, Language and Psychology
URI: http://ray.yorksj.ac.uk/id/eprint/5417

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