Helping others or a rewarding career? Investigating student motivations to train as social workers in England

• Summary: Understanding why people want to be social workers is important both for developing social work education and for the profession as a whole. This article presents evidence about the motivations of students enrolled on social work degree programmes in England and draws on data from 3000 responses of three successive intakes of students responding to six online surveys and 26 focus group interviews involving 168 students from nine different social work programmes in six case study sites. The article locates these data in the context of earlier studies of social workers’ motivations, the changing policy context and the changes introduced by the new degree.

• Findings: Similar to previous studies, the current analysis shows that altruistic motivations dominated, but students were also influenced by career issues and the day-to-day aspects of social work. The data highlight continuities with the former qualification in social work in the UK (the DipSW) and provide evidence that the introduction of the social work degree has not dramatically changed the underlying motivations of social work students.

• Applications: Understanding student motivations is important in terms of recruitment to social work qualifying programmes and subsequent retention within the profession. Social work educators and employers need to pay attention to the consequences of mismatches between motivations and expectations about what professional practice involves.

Orbiting data: inciting centrifugal questions about embodied learning in science

In this paper we explore how reanimating a video data sequence with editing and creative software provided an opportunity for the data to speak and to demand new and surprising responses from us. Our data-ing brought new lines and spaces to the fore, through a process of refraction and re-animation which forced a focus on embodied inter-relationships and impeded precipitous analytical thought on the part of the researcher. We note how the aesthetic of the new images evoked awareness of our own part in the production of the object of our research. In particular, our own collegial interchange, punctuated by time and distance due to our respective locations on opposite sides of the globe, opened up a space for data-lingering in the intervening silences and pauses. Our choice of images engenders and reflects our sense of movement between the `I’ and the `we’ in their depiction of students’ learning about space.

Characterising secondary school teacher imperatives as subject (signature) pedagogies : a pedagogy of support in maths and a pedagogy of engagement in science

The ideas of Lee Shulman have played a major role in reconceptualising pedagogical description. In 2005, Shulman described a construct called “signature pedagogies” in order to describe recognisable and distinctive pedagogies used to prepare future practitioners for their profession. As a broader application of Shulman’s ideas, this paper asks, what is the efficacy of describing pedagogies that have become entrenched in secondary school subjects as signature pedagogies? Approached from a cultural perspective these questions are examined by comparing the subject cultures of junior school maths and science as experienced by, and represented in the classrooms of, a small number of teachers from two secondary schools in Victoria, Australia. In this research, subject culture is underpinned by shared basic assumptions that govern the dominance of certain “subject paradigms” (what should be taught) and “subject pedagogies” (how this should be taught) (Ball & Lacey, 1980). In this secondary school setting, the term signature pedagogies can be equated to the term subject pedagogies on the basis that both aim to characterise practice across the subject, or discipline, based on what was perceived as central to the task of teaching and learning. The paper draws on classroom observation and teacher interview data to show how six teachers positioned two aspects of their teaching in relation to what they believed was central in shaping their maths and science teaching: the effect of the arrangement of curriculum content on teachers’ conceptualisations of the teaching task; and a pedagogical imperative to engage students through activity-based learning experiences. The cultural expectations surrounding these two aspects of teaching appear to have a strong influence on practice, and in some senses teachers’ pedagogical responses were clear. These common responses are what I am calling “subject pedagogies” (see Ball & Lacey, 1980) because there was general agreement about what was central to the teaching task. Two subject pedagogies were seen to represent strong discourses occurring in both subjects: a “Pedagogy of Support” in maths, and “Pedagogy of Engagement” in science. Their established and shared character resembled Shulman’s posited “signature pedagogies” (Shulman, 2005). The data shows that by evaluating cultural practices that teachers have in common, and assumptions underpinning these, there is potential for highlighting imbalances, strengths and weaknesses, and connections and disconnections, associated with prevailing subject pedagogies.

Constructing representations to learn in science

Current research into student learning in science has shifted attention from the traditional cognitivist perspectives of conceptual change to socio-cultural and semiotic perspectives that characterize learning in terms of induction into disciplinary literacy practices. This book builds on recent interest in the role of representations in learning to argue for a pedagogical practice based on students actively generating and exploring representations. The book describes a sustained inquiry in which the authors worked with primary and secondary teachers of science, on key topics identified as problematic in the research literature. Data from classroom video, teacher interviews and student artifacts were used to develop and validate a set of pedagogical principles and explore student learning and teacher change issues. The authors argue the theoretical and practical case for a representational focus. The pedagogical approach is illustrated and explored in terms of the role of representation to support quality student learning in science. Separate chapters address the implications of this perspective and practice for structuring sequences around different concepts, reasoning and inquiry in science, models and model based reasoning, the nature of concepts and learning, teacher change, and assessment. The authors argue that this representational focus leads to significantly enhanced student learning, and has the effect of offering new and productive perspectives and approaches for a number of contemporary strands of thinking in science education including conceptual change, inquiry, scientific literacy, and a focus on the epistemic nature of science.

Representing and learning in science

In this book we argue for an approach to representational work in school science learning and teaching that engages participants, is epistemologically sound, aligns with knowledge-building practices in the discipline, and draws on extensive classroom study. We review in this chapter current research agendas around student representational work in science learning, including the assumptions, rationale and research practices of these agendas. We do this (a) to clarify precisely what we see as the diversity of current mainstream thinking and practices around representational activity, and (b) to articulate what is distinctive about our own contribution, noting the traditions, influences and prior research we draw on. We begin by noting the current dominant role of image generation and analysis in much contemporary science, and its implications for science in schools.

The nature of student learning and knowing in science

As outlined in previous chapters, the representation construction approach is underpinned by sociocultural, pragmatist, semiotic perspectives on learning and knowing. In this chapter we will:
a. review how each of these perspectives relate to this pedagogy, illustrating with the animals in the school-ground classroom sequence,
b. explore how this classroom practice relates to practice in science itself
c. discuss how the pedagogy promotes understandings of the nature of science, and
d. clarify the nature of quality learning, and knowledge, from this perspective.

Book review : Citizen voices: performing public participation in science and environment communication

In Citizen Voices Phillips, Carvalho and Doyle present a collection of articles exploring the meaning of “citizens” and their role as initiators of communication on science and as actors in formal public engagement exercises involved in science governance. Focusing on the dialogic process, the articles provide empirical insight into the effect of citizen voices on participatory decision-making and a range of related theories and methodologies.

Science teacher education partnerships with schools (STEPS): partnerships in science teacher education

This paper reports on the STEPS project which addressed international concerns about primary teachers' lack of confidence to teach science, and on-going questions about the effectiveness of teacher education. The five universities involved had each independently established a science education program incorporating school-based partnerships between the university and local schools to enable primary pre-service teachers (PSTs) to teach science. The diversity of the programs enabled an examination of the relevant literature underpinning the approaches and comparison of data from participants to identify key features and success factors for establishing and maintaining working relationships with schools. This preliminary analysis of learning from STEPS uses case studies and feedback from PSTs who participated. These findings indicate that authentic teaching experiences build the confidence of PSTs to teach science. Ultimately, the project will develop an Interpretive Framework which will articulate the characteristics of partnerships to be validated through feedback from other science educators from Australia and overseas.

The age of STEM : educational policy and practice across the world in science, technology, engineering and mathematics

 Across the world STEM (learning and work in Science, Technology, Engineering and Mathematics) has taken central importance in education and the economy in a way that few other disciplines have. STEM competence has become seen as key to higher productivity, technological adaptation and research-based innovation. No area of educational provision has a greater current importance than the STEM disciplines yet there is a surprising dearth of comprehensive and world-wide information about STEM policy, participation, programs and practice.

Itinerant foreign harvest workers in Australia: the impact of precarious employment on occupational safety and health

Horticulture work in many high-income economies is increasingly performed by temporary migrant workers from low-wage economies. In Australia, such work is now performed predominantly by international backpackers – young well-educated workers with mostly sound English language skills. These workers are drawn to harvesting work by a government scheme which provides an incentive for completing a specified number of days work in horticulture. This article examines the health and safety experience of these workers, through focus groups, interviews and an online survey. Notwithstanding their distinctive backgrounds, the harvesting experience of these temporary migrant workers is similar to that of low-skilled migrants working in other high-income countries. Health and safety risks associated with work organisation and payment systems, and a lack of compliance with OHS legal requirements, are commonplace but potentially compounded by a sense of invincibility amongst these young travellers. Furthermore, a growing pool of undocumented workers is placing downward pressures on their employment conditions. The vulnerability associated with work and earnings uncertainty, and the harsh environment in which harvesting work occurs, remains a constant notwithstanding the background of these workers.