Enabling ambitious science teachers in urban challenging settings: the Hope Challenge model

Cronin, Sue and Cook, Tina and Griffiths, Tim and Flattery, Christina and Rodrigues, Susan (2020) Enabling ambitious science teachers in urban challenging settings: the Hope Challenge model. Educational Action Research. ISSN Print ISSN: 0965-0792 Online ISSN: 1747-5074

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Abstract

The call to raise educational standards in the UK has a particular focus on the underachievement of pupils attending schools facing challenging socioeconomic circumstances. In 2017 the Education Policy Institute (UK) reported that the most disadvantaged pupils in England are on average over 2 years of learning behind non-disadvantaged pupils by the end of their secondary education. Contributing to this underachievement is the notion of ‘poverty of expectation’ with some teachers being unambitious in their teaching, failing to challenge their pupils to achieve at the highest levels. In primary science education this is exacerbated by the fact that non-specialist teachers commonly deliver the science curriculum. Lack of confidence and expertise in science can limit knowledge of teaching strategies and approaches required to engage and stretch pupils.

The Hope Challenge Model for partnership brings together a university’s Initial Teacher Education programme and urban primary schools facing challenging socio–economic circumstances. It aims to introduce trainee teachers to schools in a way that builds their confidence and nurtures more ambitious teaching for the future. This paper provides insights from an action research study designed to understand the processes and impact of the HCM (an action research cycle in itself) on primary science teaching. Early findings revealed how elements of the HCM approach support the goal of more ambitious science teaching in respect of trainees and importantly and how this rippled out to build the confidence and skills of more established school-based staff.

Item Type: Article
Additional Information and Comments: This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Action Research on the 24th December 2020, available online:https://www.tandfonline.com/doi/full/10.1080/09650792.2020.1860105
Keywords: Ambitious teaching, science teaching, partnership, challenging circumstances, action research, critical reflection
Faculty / Department: Faculty of Education > Teacher Education
Depositing User: Sue Cronin
Date Deposited: 27 Oct 2021 10:17
Last Modified: 27 Oct 2021 11:01
URI: https://hira.hope.ac.uk/id/eprint/3406

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