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Papers by Penny Noel

Research paper thumbnail of Differentiation, context and teacher education: the changing profile of trainees on in-service initial teacher training programmes in the lifelong learning sector

Teaching in Lifelong Learning: a journal to inform and improve practice

Analysis of initial teacher training (ITT) student data relating to the University of Huddersfiel... more Analysis of initial teacher training (ITT) student data relating to the University of Huddersfield part-time in-service Cert Ed/PGCE over a three-year period has revealed significant change in the make-up of trainee cohorts. There has been an increase in younger trainees and in trainees very new to teaching, although more experienced and older trainees do continue to enrol. There has also been a considerable shift in the balance of trainees away from further education (FE) college staff. These changes have implications for those who manage and deliver teacher education for the sector. It remains of key importance that the curriculum is not experienced as overly 'FE-college centric' and that mentoring arrangements acknowledge the needs of trainees from diverse contexts. It is clear that in the delivery of ITT for the lifelong learning sector, increasingly, one size will not comfortably fit all. Within teacher education much emphasis is placed upon the role of differentiation in regard to trainee practice. The changing trainee profile identified requires that teacher education itself unambiguously models a differentiated approach-and, in relation to teacher education for the lifelong learning sector, differentiation must address workplace context.

Research paper thumbnail of Theories of learning and the Teacher Educator

Teaching in Lifelong Learning: a journal to inform and improve practice

Teacher Educators in the Further Education (FE) sector are charged with ensuring that trainees un... more Teacher Educators in the Further Education (FE) sector are charged with ensuring that trainees understand and are able to apply learning theory. Their own development needs in this regard are unknown. The overall objective of a two stage project undertaken for the Huddersfield University Distributed Centre for Excellence in Teacher Training (HUDCETT) was to work towards the development and utilisation of Continuing Professional Development (CPD) systems and resources for Teacher Educators. Stage 1 of the project, reported here, aimed to identify current practice within teacher education communities in terms of the delivery of learning theory, and also to identify related CPD needs. Research findings draw attention to the wide range of theory covered in teacher education for the sector, with individual trainees receiving widely varying curricula as it relates to learning theory. The majority of Teacher Educators surveyed valued both practice and research evidence in determining the choice of theory to cover in their delivery. The survey also indicated that for some of them, an awareness of research evidence exerted no influence. For several, theories were selected because they were the ones best understood by the Teacher Educator concerned. There was evidence that a minority of Teacher Educators subscribed to claims made about learning lacking a robust evidence base. A variety of CPD and support measures were valued by the Teacher Educators surveyed, with one of the measures most highly valued emphasising the importance for Teacher Educators of collaborative group learning.

Research paper thumbnail of Graded observations of training teacher practice: Analysis of grades by ethnicity: Initial teacher training programmes, full time study 2010-11

Research paper thumbnail of The HE in FE experience and culture for students

Research paper thumbnail of Confronting The Difference: Ethnicity And Patterns Of Achievement In Initial Teacher Education For The Further Education And Skills Sector

Teaching in Lifelong Learning: a journal to inform and improve practice, 2014

Research paper thumbnail of Learning and learners

Research paper thumbnail of Analysis of graded observations of trainee teaching practice (2011-12): Initial teacher training programmes: generic and skills for life (university based) and partnership programmes

Research paper thumbnail of Teaching in the lifelong learning sector

Professional Development in Education, 2011

Research paper thumbnail of Equality and diversity

Bulletin of The Royal College of Surgeons of England, 2010

Research paper thumbnail of The secret life of teacher educators: becoming a teacher educator in the learning and skills sector

Journal of Vocational Education & Training, 2006

... View all references, p. 191). In the context of teacher education in the UK learning and skil... more ... View all references, p. 191). In the context of teacher education in the UK learning and skills sector ... against my ruin: the place of educational theory in the professional development of teachers in further education. Journal of Vocational Education and Training , 57(2): 165–179. ...

Research paper thumbnail of Differentiation, context and teacher education: the changing profile of trainees on in-service initial teacher training programmes in the lifelong learning sector

Teaching in Lifelong Learning: a journal to inform and improve practice

Analysis of initial teacher training (ITT) student data relating to the University of Huddersfiel... more Analysis of initial teacher training (ITT) student data relating to the University of Huddersfield part-time in-service Cert Ed/PGCE over a three-year period has revealed significant change in the make-up of trainee cohorts. There has been an increase in younger trainees and in trainees very new to teaching, although more experienced and older trainees do continue to enrol. There has also been a considerable shift in the balance of trainees away from further education (FE) college staff. These changes have implications for those who manage and deliver teacher education for the sector. It remains of key importance that the curriculum is not experienced as overly 'FE-college centric' and that mentoring arrangements acknowledge the needs of trainees from diverse contexts. It is clear that in the delivery of ITT for the lifelong learning sector, increasingly, one size will not comfortably fit all. Within teacher education much emphasis is placed upon the role of differentiation in regard to trainee practice. The changing trainee profile identified requires that teacher education itself unambiguously models a differentiated approach-and, in relation to teacher education for the lifelong learning sector, differentiation must address workplace context.

Research paper thumbnail of Theories of learning and the Teacher Educator

Teaching in Lifelong Learning: a journal to inform and improve practice

Teacher Educators in the Further Education (FE) sector are charged with ensuring that trainees un... more Teacher Educators in the Further Education (FE) sector are charged with ensuring that trainees understand and are able to apply learning theory. Their own development needs in this regard are unknown. The overall objective of a two stage project undertaken for the Huddersfield University Distributed Centre for Excellence in Teacher Training (HUDCETT) was to work towards the development and utilisation of Continuing Professional Development (CPD) systems and resources for Teacher Educators. Stage 1 of the project, reported here, aimed to identify current practice within teacher education communities in terms of the delivery of learning theory, and also to identify related CPD needs. Research findings draw attention to the wide range of theory covered in teacher education for the sector, with individual trainees receiving widely varying curricula as it relates to learning theory. The majority of Teacher Educators surveyed valued both practice and research evidence in determining the choice of theory to cover in their delivery. The survey also indicated that for some of them, an awareness of research evidence exerted no influence. For several, theories were selected because they were the ones best understood by the Teacher Educator concerned. There was evidence that a minority of Teacher Educators subscribed to claims made about learning lacking a robust evidence base. A variety of CPD and support measures were valued by the Teacher Educators surveyed, with one of the measures most highly valued emphasising the importance for Teacher Educators of collaborative group learning.

Research paper thumbnail of Graded observations of training teacher practice: Analysis of grades by ethnicity: Initial teacher training programmes, full time study 2010-11

Research paper thumbnail of The HE in FE experience and culture for students

Research paper thumbnail of Confronting The Difference: Ethnicity And Patterns Of Achievement In Initial Teacher Education For The Further Education And Skills Sector

Teaching in Lifelong Learning: a journal to inform and improve practice, 2014

Research paper thumbnail of Learning and learners

Research paper thumbnail of Analysis of graded observations of trainee teaching practice (2011-12): Initial teacher training programmes: generic and skills for life (university based) and partnership programmes

Research paper thumbnail of Teaching in the lifelong learning sector

Professional Development in Education, 2011

Research paper thumbnail of Equality and diversity

Bulletin of The Royal College of Surgeons of England, 2010

Research paper thumbnail of The secret life of teacher educators: becoming a teacher educator in the learning and skills sector

Journal of Vocational Education & Training, 2006

... View all references, p. 191). In the context of teacher education in the UK learning and skil... more ... View all references, p. 191). In the context of teacher education in the UK learning and skills sector ... against my ruin: the place of educational theory in the professional development of teachers in further education. Journal of Vocational Education and Training , 57(2): 165–179. ...

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