Sarah Telfer

This UK-based case study focuses on strategies for effective mentoring in teacher training via the use of Twitter (now X) and Zoom. A qualitative approach was utilised (n=33). Findings revealed that while mentors understood their role, effective mentoring required better coordination among mentors, mentees, and placement institutions. Participants identified key barriers, including time constraints, workload, and compensation for mentoring. The study suggests how teacher educators can respond to challenges using bespoke strategies and the need for overarching changes to the UK's educational infrastructure in supporting the development and mentoring of trainee teachers.

This chapter explores the practice of storytelling as a pedagogic tool in English language teaching and learning, offering an overview of its different uses. It defines the use of storytelling in English language teaching with English for Speakers of Other languages (ESOL) learners. ESOL learners are often young adult or adult asylum seekers or refugees, who bring stories to the classroom in the form of life experiences from their own cultures, based on their beliefs, customs and language identity. ESOL learners are often young adult or adult asylum seekers or refugees, who bring stories to the classroom in the form of life experiences from their own cultures, based on their beliefs, customs and language identity. The National Storytelling Network defines storytelling as an ancient art form and a valuable form of human expression, describing it as the interactive art of using words and actions to reveal the elements and images of a story while encouraging the listener’s imagination.

This paper reports on a small-scale practitioner-led initiative that responds to some of the problems that have been linked to the task of microteaching and the use of video in university-led Initial Teacher Education (ITE) programmes at a university in the north west of England.
Though there have been many studies about the use of video for teacher development, few have been conducted in the context of ITE for vocational, further education sector (14+) in the UK. This study addresses this gap.
The focus of the study is on the viewing of a specifically designed in-house developed video of microteaching, as a resource to support trainee teachers for their micro-teach task in the initial stages of the course. It investigates how and to what extent the video supports trainees in their understanding of the task as a whole. It also examines reasons for trainees' reluctance to have their micro-teach filmed and to use the footage to analyse and reflect on it. It also explores trainees’ attitudes and beliefs about the use of video analysis of their teaching in practice.
A mixed methods research design is adopted, consisting of an online questionnaire for trainee teachers (n=82); an online questionnaire for teacher educators (n=8); and three focus groups of trainees.
The data indicates that viewing a specifically edited video resource enhanced trainees’ levels of confidence in their preparedness for microteaching and many trainees would appreciate the incorporation of video analysis into their course. Some trainees, however, expressed strong reservations against being videoed.

This article analyses trainee teachers’ experiences of incidental learning using storytelling in the English as a Second Language (ESOL) classroom in the Further Education and Skills sector. It comments on the reflections of trainee ESOL teachers using story activities in their practice and it explores their experiences of incidental learning within language teaching.
The research focuses on the responses, evaluations and perceptions of trainee teachers on the effectiveness of storytelling as a pedagogic tool to enhance language and literacy skills development and explores the impact of incidental learning on trainee teachers’ professional development.
The findings indicate that trainees experienced incidental learning whilst implementing storytelling in a wide range of contexts with various groups of learners from Entry Level 1 (beginners) to Level 2 (upper intermediate). Storytelling as a pedagogical tool was used in various forms, such as unplanned impromptu uses when demonstrating a grammatical or lexical point. The trainee teachers’ reflective accounts of incidental learning demonstrated a positive impact on their professional progress, which is mainly reflected in the components of attitudinal and intellectual change with some evidence of behavioural change too.
The key findings of the study indicate that storytelling provides creative opportunities for teachers to develop their practice incidentally. It highlights the importance of unplanned and spontaneous anecdotal stories in engaging ESOL learners in language practice and suggests that stories can be used as an effective pedagogic tool in teaching and learning.

When embarking on a teacher training course, a trainee teacher is required to critically evaluate the role and responsibilities of the teacher in the Further Education (FE) and Skills sector in their first module, identifying key legislation, core values, skills and knowledge. This requires trainees to focus on the practical and theoretical challenges involved in planning and preparing to teach. This article is an examination of the current roles and responsibilities of the teacher in the FE and Skills Sector.

This study investigates how anecdotal stories were used as a pedagogic tool in the teaching practice of trainee ESOL and literacy teachers. It analyses how trainees utilised anecdotal storytelling to enhance a 'participatory' approach to ESOL/literacy teaching. The data was collected in the form of short reflective posts written by the trainee teachers and uploaded on a Virtual Learning platform. The analysis focuses on the posts describing the features, uses and purposes of anecdotes used in the ESOL/literacy classroom. It provides a theoretical framework capturing the form, content, and primary and secondary functions of anecdotal storytelling.

This article presents a research case study of learners attending a university in the North West of England. This university attracts learners of all ages from diverse backgrounds; many fall into the classification of ‘non-traditional’ students who do not possess the identity associated with those who typically progress to university. Compared to middle-class social agents who see progression to University as natural, students from low participation groups may feel that their background influences upon their university experience. Their perceived social class may direct their friendship groups, engagement with university activities and academic literacy and study skills acquisition (Bourdieu & Passeron, 1990). For these learners, the support services encountered during their early experiences of university can play a significant part in their retention and long-term outcomes.
The primary aim of this study explores the use of support facilities at university and examines any obstacles there are to their use; investigating the need for support is a secondary aim. The study investigates social class, habitus and learner identity and scrutinises the role these factors play in the acquisition of academic literacy and study skills. It evaluates research into the effective academic literacy models and considers what inventions have been implemented in other universities. It seeks to offer valuable insight into the individual student learning experience at one university through evaluating how learners identify themselves and how this may impact upon their academic literacy and study skills acquisition. Predominantly qualitative data has been used to investigate the social, economic and educational backgrounds of students and whether students feel prepared when arriving at university. Through a thematic analysis of topics raised during a series of focus groups, the support mechanisms that students have engaged with and possible links between social background and skills competency have been explored. Conclusions indicate that although many students do successfully engage with the current services on offer at this university, considering perceived identity and an academic literacies approach may increase engagement and positive outcomes.

This article analyses the reflections of trainee teachers’ experiences of using storytelling as part of their teaching practice in the English as a Second Language (ESOL) classroom in the further education and skills sector. It focuses on the evaluations and perceptions of the trainee teachers on the effectiveness of storytelling as a pedagogic tool to enhance the language and literacy skills development of their ESOL learners. Moreover, it also explores the impact of storytelling on trainee teachers’ professional development, using the theoretical framework of Linda Evans (2011; 2014). The findings indicate that trainees were able to implement storytelling in a wide range of contexts with various groups of learners from Entry 1 to Level 2. Storytelling as a pedagogical tool was used in various forms from not planned impromptu uses when demonstrating a grammatical or lexical point through to various more or less pre-planned anecdotal and routine classroom uses with innovative approaches and materials designed by the trainees themselves. The reflective accounts demonstrated a mostly positive impact of the implementation of storytelling on trainees' professional development that has been reflected mainly in the components of attitudinal and intellectual change with some evidence of behavioural change too.