Still motivated? The motivation for teaching during the second year in the profession.

This study is the second from a longitudinal project examining students’ motivation for teaching. The first study examined those entering the Postgraduate Certificate in Education (PGCE) course at four universities in Norway. The current study examines motivation among the same cohort of students at the end of the course, and reports on their experiences with teacher education in relation to motivation. The results indicate stability in motivation among the prospective teachers. Moreover, the PGCE course fulfils the students’ expectations in various degrees. They express satisfaction with the practical teaching experience but are more critical towards the lack of coherence in the course work. Not knowing if they want to become teachers, 24% of the students are ambivalent about teaching. They have taken the PGCE course primarily for the sake of having multiple options in the job market; this motive is an emerging trend that requires further examination.

Stability in motivation during teacher education

Motivation to become a teacher and engagement to the profession.: Evidence from different contexts

In this article, we examine adult education literature as it relates to all aspects of popular culture. After an extensive literature review we found that, increasingly, adult educators are investi...

Cult TV, hip hop, shape-shifters, and vampire slayers: A review of the literature at the intersection of adult education and popular culture

Agency and Conformity in School-Based Teacher Training.

Teacher recruitment and retention are a major concern. Recruitment to Postgraduate Certificate in Education courses (PGCE), whilst improving in some subject areas, remains problematic in others; potential teachers are leaving in larger numbers than has formerly been the case. Since 1996-97, initial teacher education providers have been losing about 11% of their intake when previously they had experienced an annual withdrawal rate of 5-6%. This article describes research funded by the Teacher Training Agency which examined the question of PGCE (secondary) student withdrawal from eight higher education institutions in England. Data were obtained from both the students and from the schools in which they were working at the time of withdrawal. The main findings relate to three major concerns: the mentor/student relationship, the workload expected of students and the image of the profession as perceived by the students in schools.

Seeing it from both sides: reasons for withdrawing from one-year secondary postgraduate certificate in education courses

Teacher recruitment and retention are a major concern. Recruitment to PGCE courses, whilst improving in some subject areas, remains problematic in others, including modern foreign languages. Student retention on ITE programmes also shows worrying trends. Research into numbers of students leaving PGCE courses before completion shows that potential teachers are leaving in larger numbers than has formerly been the case. Since 1996/97 ITE providers have been losing about 11% of their intake when formerly they had experienced an annual withdrawal rate of 5%–6%. Why is this so? TTA-funded research looked into this question. The findings confirm two major concerns. (1) The role of the mentor in ITE is crucial. Mentors need time and training to do their job properly. More should be done to meet this need. (2) The workload and commitment expected of students is such that a significant nubmer, who are quite capable (and in some cases very good) in the classroom, diligent and industrious, withdraw from the course an...

Why students withdraw from PGCE courses

This article discusses the relationship between sound broadcasting and adult education, looking at the British Broadcasting Corporation (BBC) during the period of postwar reconstruction and austerity of the 1950s. It considers in particular one of the Corporation's most innovative educative programmes of the period, ‘The Fifty-One Society’. This was produced in Manchester by the Talks Department of the BBC North Region and first broadcast on 1 November 1951. The format was a discussion, along the lines of the old literary and debating societies, and featured a small group of northern academics drawn from the Universities of Manchester, Leeds and Liverpool, many of whom had personal experience as adult education tutors. Each week a topic was introduced by a guest speaker and then discussed by the ‘resident experts’ in the studio. The discussion was then edited and broadcast. The Fifty-One Society aimed to bring to listening audiences ideas, informed views and argument on a wide range of topics rela...

The Fifty-One Society: A case study of BBC radio and the education of adults

The University of Ulster: Genesis and Growth – Edited by Gerard O'Brien and Peter Roebuck

Purpose: This article sets out to describe part of the design process in the construction of a new search interface for academic users of The British Education Index and to make some recommendations for interface design and subsequent user support.

Methodology: Data and experience from four user trials of a prototype version are reported and discussed in relation to a broadly constructivist conception of information literacy in practice.

Findings: There were different purposes and different levels of skill and experience among the professional users in the study. Their actions, comments and suggestions during and following the user trials suggested that the diverse information literacy practices they demonstrated could be enhanced if on-screen clarity and consistency of terminology were improved. The results suggest general recommendations about improvements to the interface and subsequent support in help pages, the web context and training sessions. Such changes can be understood as positive attempts to support and enrich the information literacy practices of research professionals by providing a better search context.

Originality and Practical Implications: The enquiry reported was a pragmatic exercise to increase the value of a planned service, informed by a theoretical assumption that the information literacy practices of the users were context-bound and specific to each individual and to the individual's purposes.

Report on user trials for a new BEI database

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