BEGIN:VCALENDAR
PRODID:-//University Â鶹¾«Ñ¡//Events//EN
VERSION:2.0
CALSCALE:GREGORIAN
METHOD:PUBLISH
BEGIN:VEVENT
DTSTAMP:20160608T134800Z
DTSTART:20160629T114500Z
DTEND:20160629T153000Z
SUMMARY:Preparation for Teaching:  Inequalities, partnerships and learning to be a teacher
UID:www.birmingham.ac.uk/117790
DESCRIPTION:Please register for the event online https://www.eventbrite.co.uk/e/preparation-for-teaching-registration-25950963029  Although there is no charge for attendance at this event, entrance will be limited to those who have registered (a buffet lunch will be provided to registered attendees). \n
Programme
 12.45 - 13.30 \n Buffet lunch provided\n
 13.30 - 2.15\n Social inequalities in access to teaching\n Rebecca Allen, DataLab and Institute of Education, UCL\n
 I will present evidence that suggests that schools serving lower income communities have greater difficulties in hiring and retaining suitable teachers. I will discuss some policies solutions to tackle the problem.\n
 2.15 - 2.30\n Tea\n
 2.30 - 3.30\n Fostering coherence between university- and field-based teacher education – insights into intervention                                 studies with Content-Focused Coaching\n Annalies Kreis, University of Zurich\n
 Teacher education in Germany and Switzerland has been developing ‘Content-Focused Coaching’ (West & Straub 2003) to develop coherence between university and school elements of initial teacher education. This presentation will explain and discuss this approach to ITE and it will consider implications for teacher education research.  \n
 3.30 - 4.00    \n Trainee teachers’ conceptions of their own learning: does context make a difference?\n Rachel Lofthouse (University of Newcastle), Celia Greenway (University Â鶹¾«Ñ¡), Sally Bethell (Cardiff Metropolitan University), Peter Davies (University Â鶹¾«Ñ¡) & Dan Davies (Cardiff Metropolitan University)\n
 We will present provisional results from a study of trainee’ teachers’ conceptions of their learning. We use in-depth interviews with trainees at three different institutions (n=36) to identify different conceptions and trainees’ attributions of their conceptions to their experience within and beyond their ITE programme.\n
 4.00\n Concluding Remarks\n
Presenter information
 Rebecca Allen is Director of Education Datalab and an expert in the analysis of large scale administrative and survey datasets, including the National Pupil Database and School Workforce Census. Her research explores the impact of government reforms on school behaviour, with a particular focus on accountability and teacher labour markets. She is currently on leave from her academic post as Reader in Economics of Education at UCL Institute of Education.\n
 Annelies Kreis is a senior researcher and lecturer at the Institute for Education, University of Zurich, Switzerland. Her activities in research and teaching are focused on mentoring and coaching during pre- and in-service teacher education, on trans-functional collaboration in inclusive schools, and professional development of teachers with an emphasis on content-focused teaching quality. She has conducted various intervention studies, two of them funded by the Swiss National Science Foundation. Before she came to University of Zurich she was a senior researcher at University of Teacher Education Thurgau, Kreuz­lingen, Switzerland, from 2012-2015 as a professor for education. \n
  \n
  \n
LOCATION:Room 139, School of Education (Building R19)
STATUS:CONFIRMED
TRANSP:OPAQUE
CLASS:PUBLIC
END:VEVENT
END:VCALENDAR