Author
Rod Bramald
Bio: Rod Bramald is an academic researcher from Newcastle University. The author has contributed to research in topics: Higher education & Teaching and learning center. The author has an hindex of 1, co-authored 1 publications receiving 174 citations.
Papers
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TL;DR: One hundred and sixty-two secondary teachers were followed through a postgraduate certificate in education course at a university department of education in England to identify, using a variety of methods, changes in their thinking about the teaching and learning process and initial training course as discussed by the authors.
175 citations
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TL;DR: In this article, a review of empirical studies on learning to teach was conducted to establish what is currently known about how people learn to teach and to critique the quality of the reporting of that research.
Abstract: 93 empirical studies on learning to teach were reviewed in order to establish what is currently known about how people learn to teach and to critique the quality of the reporting of that research. Among other observations concerning teacher education, the review highlights the tensions between the hopes and expectations of teacher educators and the expectations and experiences of beginning teachers. While this review supports the findings of others that many traditional programs of teacher education have little effect upon the firmly held beliefs of the beginning teachers, it also provides examples of successful programs. Such programs typically build upon the beliefs of pre service teachers and feature systematic and consistent long-term support in a collaborative setting. It is concluded that this body of research has advanced the field in significant ways, offering new directions for research and program reform. The critique of the papers themselves reveals that authors need to pay more careful attenti...
1,300 citations
TL;DR: In this paper, four epistemological belief and two teaching and learning conception dimensions were identified from a survey study of a sample of Hong Kong teacher education students and Pearson correlation analysis showed significant relations between Innate/Fixed Ability, Authority/Expert Knowledge and Certainty Knowledge with Traditional Conception and Learning Effort/Process with Constructivist Conception.
524 citations
TL;DR: In this paper, the authors report one aspect of a naturalistic inquiry into development in student teachers' beliefs on language teaching and learning, and explore the nature of belief development, if observed to occur.
265 citations
TL;DR: The authors argue that current reflective practitioner models have a temporally truncated bias that has resulted in an emphasis on retrospective over prospective reflection and make a case for finding more of a balance between memory and imagination in teacher education pedagogy.
224 citations
TL;DR: A case study of teacher candidates from three ethnic groups (Asian American, African-American, and Hispanic) in a state university in the U.S. reveal both similarities and differences in views on teaching as a profession and as a career between these students and their mainstream peers.
220 citations