Jean Murray

Bio: Jean Murray is an academic researcher from University of East London. The author has contributed to research in topics: Teacher education & Professional development. The author has an hindex of 24, co-authored 73 publications receiving 1942 citations. Previous affiliations of Jean Murray include Brunel University London & University of Bristol.

The Covid-19 pandemic and its effects on teacher education in England: how teacher educators moved practicum learning online

Abstract: The shutdown of universities and schools in England, due to the Covid-19 pandemic, came just as many pre-service students began their final practicum. This research focuses on the challenges this p...

Re-addressing the priorities: new teacher educators and induction into higher education

Abstract: Cet article s'inspire d'un travail de recherche auquel ont participe 28 formateurs pedagogiques dans les trois premieres annees de leur carriere dans le secteur d'education du troisieme cycle anglais. II examine les sujets de tension qu' ils ont decouverts en effectuant la transition de l'enseignement en milieu scolaire au travail en milieu universitaire, les priorites qu'ils ont identifiees pour leur periode d'integration professionnelle, et les structures et processus d'integration mis a leur disposition pour les aider. Des recherches anterieures dans le domaine de l'integration professionnelle des formateurs pedagogiques a revele la necessite d'avoir des structures d'integration plus homogenes et plus approfondies. Mais les resultats de la presente etude demontrent que, souvent, les structures et les procedures actuelles ne repondent pas aux besoins des enseignants. En general, il y a peu de liens entre les differents modes d'integration, la plupart des enseignants etant constraints a apprendre par la pratique, agrementee de modes 'd'apprentissage' informels. L'article conclue par une discussion sur les problemes et les developppements futurs.

Teacher Educators' Induction into Higher Education: Work-Based Learning in the Micro Communities of Teacher Education.

Abstract: This research study was originally commissioned by ESCalate as part of its agenda for developing induction support for pre‐service teacher educators in England. The study aimed to collect examples of the practices used by Higher Education Institutions in inducting new teacher educators and to analyse induction provision from the perspectives of a sample of individuals. The findings indicate that most induction provision occurs within teacher education departments, often at the micro levels of the teaching team. It is therefore best understood as work‐based learning. Whilst the study found some examples of positive induction experiences, it also raises concerns about the consistency, quality and nature of other induction provision in teacher education. Cette etude de recherche lancee par ESCalate faisait au depart partie d'un programme visant a developper la preparation et le support des futurs formateurs d'enseignants en Angleterre. L'etude avait pour objectifs de recueillir des exemples de pratique utili...

The knowledge-creating company : how Japanese companies create the dynamics of innovation

Abstract: How has Japan become a major economic power, a world leader in the automotive and electronics industries? What is the secret of their success? The consensus has been that, though the Japanese are not particularly innovative, they are exceptionally skilful at imitation, at improving products that already exist. But now two leading Japanese business experts, Ikujiro Nonaka and Hiro Takeuchi, turn this conventional wisdom on its head: Japanese firms are successful, they contend, precisely because they are innovative, because they create new knowledge and use it to produce successful products and technologies. Examining case studies drawn from such firms as Honda, Canon, Matsushita, NEC, 3M, GE, and the U.S. Marines, this book reveals how Japanese companies translate tacit to explicit knowledge and use it to produce new processes, products, and services.

Social Linguistics and Literacies: Ideology in Discourses.

Abstract: Many people in "literate" societies, when asked to define literacy, almost always do so in terms of reading and writing abilities This narrow interpretation of literacy, an offspring of reductionist psychology, has reigned supreme in many academic and educational contexts for decades, greatly shaping literacy theories and classroom practices Within the past ten years, however, a large body of multidisciplinary research has begun to undermine the authority of this perspective by situating literacy in larger social practices