JoTTER - Journal of Trainee Teacher Educational Research
About this community
Journal of Trainee Teacher Educational Research
Graduate students preparing to be schoolteachers via the Post Graduate Certificate in Education (PGCE) programme in either Primary or Secondary aged-range at the Faculty of Education, University of Cambridge are expected to plan a classroom-based project which allows them to undertake classroom enquiry into some aspect of teaching and learning whilst on professional placement in our faculty’s partner schools.
This Journal of Trainee Teacher Educational Research (JoTTER) is then an opportunity for those PGCE trainees at the Faculty of Education, University of Cambridge to make their research publicly available so that it can be accessed by and inform other students’, teachers’ and researchers’ projects and practices around issues of teaching and learning in schools.
JoTTER was initiated in 2009, and submissions were invited from trainees completing the 2008-2009 Secondary PGCE course, who wished to have their work considered for Volume 1. In subsequent years, students in both the Early Years/Primary and Secondary PGCE programmes have been invited to submit.
Faculty of Education PGCE at Master's level
The PGCE at Cambridge, as in many other institutions, is a Master’s level qualification, and trainees are expected to demonstrate knowledge and understanding of subject pedagogy, aspects of classroom teaching and learning processes, and a critical awareness of the nature of educational research.
However, these trainee teachers also carry out their wider professional development activities and assignments whilst teaching a range of classes in our partner schools under the guidance of their school-based mentors. Their qualification is then both of theoretical and practice-based nature. As a result, their research published in this journal reflects approaches to educational research that are necessarily bounded to this nature of the authors’ professional circumstances: they are school-based professionals engaging with studies designed through school-based methodologies (for instance, there are no large-scale national surveys). This also means that the studies reported in this journal reflect the forms of authentic classroom enquiry that are available to, and increasingly expected of, practitioners teaching in schools.
Papers published in the journal have first been evaluated both by a member of the Editorial Board who teaches on the faculty’s PGCE programme, and then subjected to a peer-review process.
The faculty is grateful to the work of the Editorial Associates, who have also acted as reviewers, and to the work of our Editorial Assistant and Copy Editor.
Collections in this community
An investigation into how the development of musical improvisation skills impacts Year 7 girls’ self-efficacy as performers of sub-Saharan African music (Faculty of Education, 2019-01-06)The research examines the correlation between the development of improvisatory skills and pupil self-efficacy with regard to musical performance. The case-study highlights the difference between self-concept and self-efficacy, ...
Confidence vs Correctness: a study of how assessment for learning (AFL) impacts confidence and attainment in a Year 10 chemistry class studying Collision Theory (Faculty of Education, 2021-06-01)The interrelationship between secondary school student confidence and attainment in science is a phenomenon that has been well documented by the science education community. The purpose of this action research intervention ...
An investigation into how high-attaining Year 9 students’ understanding of grammar is affected by contextualised grammar teaching (Faculty of Education, 2021-04-01)This paper explores an investigation, based on action research, into the impact of contextualised grammar teaching on a high-attaining Year 9 class’s understanding of grammar. Prompted by previous findings that have shown ...
A critical analysis of the benefits and problems of shifting in and out of mathematical register in a Year 9 class (Faculty of Education, 2022-05-01)This case study examines the differences between mathematical and everyday language, the need for both kinds of speech in the classroom, as well as some of the problems that can occur. Lesson observations, written work and ...