Wasyl Cajkler - Academia.edu (original) (raw)
Papers by Wasyl Cajkler
Language and Education, Feb 1, 2004
... Cajkler, W. (1999) Misconceptions in the NLS: National Literacy Strategy or No Linguistic Sen... more ... Cajkler, W. (1999) Misconceptions in the NLS: National Literacy Strategy or No Linguistic Sense? ... Cajkler, W. (2002) Literacy across the curriculum at KS3: More muddle and confusion. ... DES (Department for Education and Science) (1975)A Language for Life, London: HMSO. 14 ...
Lesson Study in Initial Teacher Education: Principles and Practices, 2019
Much of the lesson study research in initial teacher education (ITE) is focussed on single cases ... more Much of the lesson study research in initial teacher education (ITE) is focussed on single cases and pilot projects. As a result, there is very little consideration of the wider cultural and organisational issues which need to be considered if lesson study is to become embedded within ITE partnerships in the longer term. The move from novelty to sustainability is not an easy one but is rarely considered within the LS literature. Here, the authors argue that Normalisation Process Theory, a framework first developed in the medical, health and social care sphere can be used to offer a wider, organisation-level perspective on successfully embedding lesson study in ITE partnerships.
[First paragraph] Since the early 1990s, initial teacher education (ITE) in England has been larg... more [First paragraph] Since the early 1990s, initial teacher education (ITE) in England has been largely school-based and characterised by school-university partnerships. Over the course of a one-year post-graduate programme, student-teachers typically spend 24 of 36 weeks in schools, the remainder based in the partner university. At the end of the training year, national surveys regularly report high levels of satisfaction that increase each year (Teaching Agency, 2012). Nevertheless, as in other countries, ITE is challenged because ‘what is taught in education classes is disconnected from teachers’ work in the classroom’ (Kotelawala, 2012: 67). Consequently, there is constant demand for change with successive Secretaries of State taking steps to shift responsibility for ITE to schools
This paper reports on research carried out in the School of Education at the University of Leices... more This paper reports on research carried out in the School of Education at the University of Leicester following the introduction of two Masters level modules for primary and secondary student teachers in 2007. The paper explores the tensions between student teachers’ pedagogic and academic concerns by drawing on questionnaire and focus group data collected over a two year period. It investigates the secondary student teachers’ choices of assignment topics and their methods of enquiry. It explores the reasons for the students’ choices of Masters assignment titles and questions what these beginning teachers’ choices of focus for research reveal about their pedagogical concerns within secondary teaching at key points in their Initial Teacher Education. In addition, we report on the perceived impact of Masters level assignments on classroom practice and teacher development. Conclusions are drawn for future practice. 1.1. Background to the Masters work within ITE Teaching as a ‘Masters’ p...
The Practice of Foreign Language Teaching, 2000
The Language Learning Journal, 1996
... 24% of responses compared German people with British people, with most of these concluding th... more ... 24% of responses compared German people with British people, with most of these concluding that there was ... It has been argued (King 1992, 74) that young people will inevitably develop a far broader ... However, the survey suggests that such opportuni-ties touch few students. ...
Changing English, 2005
This paper analyses the way English grammar is described in Grammar for reading (DfES, 2003a, 200... more This paper analyses the way English grammar is described in Grammar for reading (DfES, 2003a, 2003b) and the pedagogy that underpins the document. The following features are considered: the accuracy of the grammatical description and its evidence base, the meaning of Grammar for reading, and the evidence presented in support of this approach. While the description of English grammar at the beginning of each module is accurate and potentially helpful, the grammatical observations accompanying texts and activities are often vague and misleading. Furthermore, the value of Grammar for reading's reductive approach to engaging with texts is called into question.
Theory and Practice of Lesson Study in Mathematics, 2019
The eight chapters in this section demonstrate how lesson and learning study have been adapted an... more The eight chapters in this section demonstrate how lesson and learning study have been adapted and applied in a variety of educational contexts. The authors provide an informative series of research accounts which clearly demonstrates the extent to which there is now significant variation in the way that lesson and learning study are used in mainstream education systems. This preface briefly introduces the chapters and their detailed reports of how researchers, teachers and teacher educators enhance the quality of teaching and learning through lesson or learning study, highlighting the power, flexibility and versatility of both lesson study and learning study.
The Language Learning Journal, 1999
As part of an Action Research project, a group of teachers in Italy, Spain and UK focussed on int... more As part of an Action Research project, a group of teachers in Italy, Spain and UK focussed on interaction in their own classrooms. Their investigations were informed by a survey of pupil perceptions and by videotaping of their own lessons. This article reflects on the investigation undertaken in relation to learner strategies in a range of secondary schools in Majorca
Educational Linguistics, 2005
... Jane Hislam ... By the mid-1990s, firm agreement on what teachers should know or teach about ... more ... Jane Hislam ... By the mid-1990s, firm agreement on what teachers should know or teach about grammar had not been established, though it was implied (Rampton, 1995) that there was a consensus among applied linguists in favour of the LINC approach. ...
Cambridge Journal of Education, 2013
The last 20 years have seen a huge expansion in the additional adults 1 working in classrooms in ... more The last 20 years have seen a huge expansion in the additional adults 1 working in classrooms in the UK, USA, and other countries. This paper presents the findings of a series of systematic literature reviews about teaching assistants. The first two reviews focused on stakeholder perceptions of teaching assistant contributions to academic and social engagement. Stakeholders were pupils, teachers, TAs, headteachers and parents. Perceptions focused on four principal contributions that teaching assistants contribute to: pupils" academic and socio-academic engagement; inclusion; maintenance of stakeholder relations; and support for the teacher. The third review explored training. Against a background of patchy training provision both in the UK and the USA, strong claims are made for the benefits to TAs of training provided, particularly in building confidence and skills. The conclusions include implications for further training and the need for further research to gain an in-depth ...
Lesson study in initial teacher education (ITE) has started to gain in popularity across many jur... more Lesson study in initial teacher education (ITE) has started to gain in popularity across many jurisdictions. However, much of the research literature suggests that the uptake is small-scale and experimental in nature. This chapter reflects on some of the ways in which lesson study might become a more systems-led approach, and an embedded part of the work of ITE. It uses a spatio-temporal approach to consider how the use of lesson study might develop at different scales and over different time periods.
Lesson Study in Initial Teacher Education: Principles and Practices
This chapter seeks to explain how lesson study can contribute to the growth of teacher expertise,... more This chapter seeks to explain how lesson study can contribute to the growth of teacher expertise, enabling the participants to work together to address the complexity of teaching and grow what we call ‘pedagogic literacy’, a holistic but incomplete glimpse of what it means to be a teacher. The model proposed is not complete and cannot be complete given the endless complexity of the classroom. Lesson study, we conclude, is a vehicle for enabling teachers to grow their understanding of teaching and learning, while drawing on a complex web of underpinning interconnected dimensions that teachers develop throughout the varied stages of their careers.
Lesson study has become a popular approach for supporting the development of student-teachers wit... more Lesson study has become a popular approach for supporting the development of student-teachers within initial teacher education (ITE) programmes. In a short space of time, the original model of lesson study, originating in Japan, has been adapted to fit into the work contexts of different national systems and ITE provider structures. This chapter classifies the different emerging models of lesson study into three main groups, university and hybrid approaches, practicum approaches and heterodox approaches. Learning study is also considered, due to its developing popularity, as a practice development approach. Having outlined the different models of lesson study used in ITE, the authors go on to outline some of the main challenges and advantages of participating in lesson study which have been identified in the literature.
all material on the website it has developed, including the contents of the databases, manuals, a... more all material on the website it has developed, including the contents of the databases, manuals, and keywording and data extraction systems. The centre and authors give permission for users of the site to display and print the contents of the site for their own non-commercial use, providing that the materials are not modifi ed, copyright and other proprietary notices contained in the materials are retained, and the source of the material is cited clearly following the citation details provided. Otherwise users are not permitted to duplicate, reproduce, re-publish, distribute, or store material from this website without express written permission.
Lesson Study in Initial Teacher Education: Principles and Practices
This chapter focusses on the complexity of observation, considering its role in lesson study, fol... more This chapter focusses on the complexity of observation, considering its role in lesson study, following a broader discussion of how observation is generally understood in teaching contexts. The authors argue that lesson study observation is formative and should not be performative in focus. In lesson study cycles, observation is a process conducted among peers ideally in a spirit of mutual support and collaborative inquiry, seeking to find answers to pedagogic challenges rather than measuring the effectiveness of individual teachers.
Language and Education, Feb 1, 2004
... Cajkler, W. (1999) Misconceptions in the NLS: National Literacy Strategy or No Linguistic Sen... more ... Cajkler, W. (1999) Misconceptions in the NLS: National Literacy Strategy or No Linguistic Sense? ... Cajkler, W. (2002) Literacy across the curriculum at KS3: More muddle and confusion. ... DES (Department for Education and Science) (1975)A Language for Life, London: HMSO. 14 ...
Lesson Study in Initial Teacher Education: Principles and Practices, 2019
Much of the lesson study research in initial teacher education (ITE) is focussed on single cases ... more Much of the lesson study research in initial teacher education (ITE) is focussed on single cases and pilot projects. As a result, there is very little consideration of the wider cultural and organisational issues which need to be considered if lesson study is to become embedded within ITE partnerships in the longer term. The move from novelty to sustainability is not an easy one but is rarely considered within the LS literature. Here, the authors argue that Normalisation Process Theory, a framework first developed in the medical, health and social care sphere can be used to offer a wider, organisation-level perspective on successfully embedding lesson study in ITE partnerships.
[First paragraph] Since the early 1990s, initial teacher education (ITE) in England has been larg... more [First paragraph] Since the early 1990s, initial teacher education (ITE) in England has been largely school-based and characterised by school-university partnerships. Over the course of a one-year post-graduate programme, student-teachers typically spend 24 of 36 weeks in schools, the remainder based in the partner university. At the end of the training year, national surveys regularly report high levels of satisfaction that increase each year (Teaching Agency, 2012). Nevertheless, as in other countries, ITE is challenged because ‘what is taught in education classes is disconnected from teachers’ work in the classroom’ (Kotelawala, 2012: 67). Consequently, there is constant demand for change with successive Secretaries of State taking steps to shift responsibility for ITE to schools
This paper reports on research carried out in the School of Education at the University of Leices... more This paper reports on research carried out in the School of Education at the University of Leicester following the introduction of two Masters level modules for primary and secondary student teachers in 2007. The paper explores the tensions between student teachers’ pedagogic and academic concerns by drawing on questionnaire and focus group data collected over a two year period. It investigates the secondary student teachers’ choices of assignment topics and their methods of enquiry. It explores the reasons for the students’ choices of Masters assignment titles and questions what these beginning teachers’ choices of focus for research reveal about their pedagogical concerns within secondary teaching at key points in their Initial Teacher Education. In addition, we report on the perceived impact of Masters level assignments on classroom practice and teacher development. Conclusions are drawn for future practice. 1.1. Background to the Masters work within ITE Teaching as a ‘Masters’ p...
The Practice of Foreign Language Teaching, 2000
The Language Learning Journal, 1996
... 24% of responses compared German people with British people, with most of these concluding th... more ... 24% of responses compared German people with British people, with most of these concluding that there was ... It has been argued (King 1992, 74) that young people will inevitably develop a far broader ... However, the survey suggests that such opportuni-ties touch few students. ...
Changing English, 2005
This paper analyses the way English grammar is described in Grammar for reading (DfES, 2003a, 200... more This paper analyses the way English grammar is described in Grammar for reading (DfES, 2003a, 2003b) and the pedagogy that underpins the document. The following features are considered: the accuracy of the grammatical description and its evidence base, the meaning of Grammar for reading, and the evidence presented in support of this approach. While the description of English grammar at the beginning of each module is accurate and potentially helpful, the grammatical observations accompanying texts and activities are often vague and misleading. Furthermore, the value of Grammar for reading's reductive approach to engaging with texts is called into question.
Theory and Practice of Lesson Study in Mathematics, 2019
The eight chapters in this section demonstrate how lesson and learning study have been adapted an... more The eight chapters in this section demonstrate how lesson and learning study have been adapted and applied in a variety of educational contexts. The authors provide an informative series of research accounts which clearly demonstrates the extent to which there is now significant variation in the way that lesson and learning study are used in mainstream education systems. This preface briefly introduces the chapters and their detailed reports of how researchers, teachers and teacher educators enhance the quality of teaching and learning through lesson or learning study, highlighting the power, flexibility and versatility of both lesson study and learning study.
The Language Learning Journal, 1999
As part of an Action Research project, a group of teachers in Italy, Spain and UK focussed on int... more As part of an Action Research project, a group of teachers in Italy, Spain and UK focussed on interaction in their own classrooms. Their investigations were informed by a survey of pupil perceptions and by videotaping of their own lessons. This article reflects on the investigation undertaken in relation to learner strategies in a range of secondary schools in Majorca
Educational Linguistics, 2005
... Jane Hislam ... By the mid-1990s, firm agreement on what teachers should know or teach about ... more ... Jane Hislam ... By the mid-1990s, firm agreement on what teachers should know or teach about grammar had not been established, though it was implied (Rampton, 1995) that there was a consensus among applied linguists in favour of the LINC approach. ...
Cambridge Journal of Education, 2013
The last 20 years have seen a huge expansion in the additional adults 1 working in classrooms in ... more The last 20 years have seen a huge expansion in the additional adults 1 working in classrooms in the UK, USA, and other countries. This paper presents the findings of a series of systematic literature reviews about teaching assistants. The first two reviews focused on stakeholder perceptions of teaching assistant contributions to academic and social engagement. Stakeholders were pupils, teachers, TAs, headteachers and parents. Perceptions focused on four principal contributions that teaching assistants contribute to: pupils" academic and socio-academic engagement; inclusion; maintenance of stakeholder relations; and support for the teacher. The third review explored training. Against a background of patchy training provision both in the UK and the USA, strong claims are made for the benefits to TAs of training provided, particularly in building confidence and skills. The conclusions include implications for further training and the need for further research to gain an in-depth ...
Lesson study in initial teacher education (ITE) has started to gain in popularity across many jur... more Lesson study in initial teacher education (ITE) has started to gain in popularity across many jurisdictions. However, much of the research literature suggests that the uptake is small-scale and experimental in nature. This chapter reflects on some of the ways in which lesson study might become a more systems-led approach, and an embedded part of the work of ITE. It uses a spatio-temporal approach to consider how the use of lesson study might develop at different scales and over different time periods.
Lesson Study in Initial Teacher Education: Principles and Practices
This chapter seeks to explain how lesson study can contribute to the growth of teacher expertise,... more This chapter seeks to explain how lesson study can contribute to the growth of teacher expertise, enabling the participants to work together to address the complexity of teaching and grow what we call ‘pedagogic literacy’, a holistic but incomplete glimpse of what it means to be a teacher. The model proposed is not complete and cannot be complete given the endless complexity of the classroom. Lesson study, we conclude, is a vehicle for enabling teachers to grow their understanding of teaching and learning, while drawing on a complex web of underpinning interconnected dimensions that teachers develop throughout the varied stages of their careers.
Lesson study has become a popular approach for supporting the development of student-teachers wit... more Lesson study has become a popular approach for supporting the development of student-teachers within initial teacher education (ITE) programmes. In a short space of time, the original model of lesson study, originating in Japan, has been adapted to fit into the work contexts of different national systems and ITE provider structures. This chapter classifies the different emerging models of lesson study into three main groups, university and hybrid approaches, practicum approaches and heterodox approaches. Learning study is also considered, due to its developing popularity, as a practice development approach. Having outlined the different models of lesson study used in ITE, the authors go on to outline some of the main challenges and advantages of participating in lesson study which have been identified in the literature.
all material on the website it has developed, including the contents of the databases, manuals, a... more all material on the website it has developed, including the contents of the databases, manuals, and keywording and data extraction systems. The centre and authors give permission for users of the site to display and print the contents of the site for their own non-commercial use, providing that the materials are not modifi ed, copyright and other proprietary notices contained in the materials are retained, and the source of the material is cited clearly following the citation details provided. Otherwise users are not permitted to duplicate, reproduce, re-publish, distribute, or store material from this website without express written permission.
Lesson Study in Initial Teacher Education: Principles and Practices
This chapter focusses on the complexity of observation, considering its role in lesson study, fol... more This chapter focusses on the complexity of observation, considering its role in lesson study, following a broader discussion of how observation is generally understood in teaching contexts. The authors argue that lesson study observation is formative and should not be performative in focus. In lesson study cycles, observation is a process conducted among peers ideally in a spirit of mutual support and collaborative inquiry, seeking to find answers to pedagogic challenges rather than measuring the effectiveness of individual teachers.