challenge, school situation, personal circumstances and salary, with “workload by far the most important and salary the least” (Smithers and Robinson, 2005: iii). All six participants found the workload immense, especially during the early phases of each school experience. The sheer volume of tasks and requirements in a new setting plus the demands of university work were cited as very challenging. SA wrote in her reflective journal;
Irena Grounds NTU ID: N0360228 Professional Doctorate. Document 5: Main Research Project Page 75
My biggest personal challenge is when trying to do everything at once. When my first assignment came in and when there were problems with the ICT system...at the same time producing 4-5 lessons a day... you cannot make them all outstanding. Most are but not all. You have to show lesson plans to class teachers in advance and give requisitions to the lab techs; some say one week in advance and others say 48 hours which is easier. I have developed high structure in my working life. I am very focussed on time management as being a mature student with a family, while completing further degrees has meant developing good organisational skills.
This was reflected in AB’s comments in her reflective journal towards the end of her first practice.
One of the biggest challenges is managing my time to plan lessons, mark work and complete the university based work. I am trying hard not to get totally absorbed into the demands of teaching and make time for myself and my family and friends.
All acknowledged the importance of being well organised in order to utilise their time efficiently both in school and at home.
Teachers are working in excess of 50 hours a week. Getting the work/life balance correct can be difficult when the amount of work you have to cover is vast. Good organisational skills allow for work to be quickly and proficiently completed allowing teachers the time to relax. A relaxed, happy teacher makes for a stress free
productive lesson as well as making you confident about going into the classroom to teach. (AY reflective journal)
The participants felt the need to have their planning sequences and teaching resources at hand at all times. This was potentially difficult as trainee teachers often used many different classrooms as they were taking classes from a variety of teachers. They acquired a personal container which carried all their everyday materials, for example, scissors, pens, glue etc. At the end of each lesson they loaded all their books and materials back into this box so that they could keep track of their things.
I like high structure. Everything has to be precise and I like to know how things are to be done. I need where things are and I need to be organised personally and
professionally. I do get anxious but if I know everything is in place then it de-stresses me. (AB, final interview)
One trainee preferred to keep all her documentation electronically. She could not organise hard copy and would ‘lose bits of paper’ that were given to her at university and at school, so she asked for electronic copies. She considered herself as a low structure personality type. Fortunately, everything was logically managed and displayed on her computer. She worked through the school Smartboard system in the classroom and did not print off lesson plans unless being formally observed, though they were detailed and appropriate. She was
Irena Grounds NTU ID: N0360228 Professional Doctorate. Document 5: Main Research Project Page 76 well organised in her record keeping and marking schedule and also had her resources box mainly to ensure she kept her laptop and personal effects to hand.
Wellington and Ireson (2012) outline how ICT can enhance science teaching through the use of a multitude of applications including word-processing, desktop publishing, database and spreadsheet use, data-logging simulations, modelling and multimedia of all kinds. However, they warn that the authentic and appropriate use of ICT in science must be governed by the teaching objectives and learning outcomes and only included as “value-added” activities (2012:256) for enhancing the learning. AG was aware of risk involved in keeping everything electronically. IT failures in the laboratory in which she was teaching and temporary
software corruption left her without any accessible resources for part of her teaching day. Fortunately, her creativity and use of departmental hard copy materials enabled her to continue teaching effectively. ICT can enhance teaching and learning but it can have its drawbacks.
I don’t like planning to a rigid structure and having to write everything down. Once I know my learning outcomes and how I will assess these, the rest just comes as I am teaching (AG, reflective journal)
In summary, the trainees appreciated the importance of using time effectively. It made them more efficient and productive, allowed them to plan long term. Being less anxious afforded better job satisfaction and gave more time for themselves.
I had a lot if free time in first placement. I did everything at school before I went home. I like being organised and having everything to hand when completed especially as I had a long commute home, I knew I would be very tired when I got home. (AY, final interview)
7. Outstanding teacher exhibit resilience in times of personal and professional crisis