BECOMING A TEACHER EDUCATOR 2019 SESSION 1...BECOMING A TEACHER EDUCATOR 2019 SESSION 1 THE PEDAGOGY OF TEACHER EDUCATION Pete Boyd with Kim Harris, Jean Murray and Liz White Welcome
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BECOMING A TEACHER EDUCATOR 2019 SESSION 1 THE PEDAGOGY OF TEACHER EDUCATION Pete Boyd with Kim Harris, Jean Murray and Liz White
Welcome to ‘Becoming a teacher educator’ which is a three part workshop integrated into the TEAN two day conference… The theme of identity will run throughout the workshops…teacher educator multiple identities as school teacher, teacher educator, consultant, researcher, and leader… The ‘Becoming a teacher educator team includes Pete Boyd (Uni of Cumbria), Kim Harris (Uni of Worcester) , Jean Murray (UEL) and Liz white (Uni of Herts.)… The three workshops focus on 1. pedagogy for ITE 2. supporting teachers’ professional learning in schools 3. teacher educator professional development through scholarship and research
1. As an individual, jot down one principle or strategy per post-it…
2. As a group, share and cluster your post-its and add more ideas…
3. Add a label on a different colour post-it to capture the meaning of each cluster…
TASK: WHAT ARE THE KEY PRINCIPLES AND PRACTICAL STRATEGIES THAT UNDERPIN
YOUR APPROACH TO TEACHER EDUCATION?
Presenter
Presentation Notes
As it is a workshop, lets start with a task for you…spend three or four minutes jotting down a single idea on each post-it – a strategy or principle that is part of yourapproach to initial teacher education…steps 1 to 3…then you will continue to evaluate and amend your poster over the next three slides…
TEACHER (EDUCATOR) IDENTITIES
Multiple narratives we sustain about ourselves in negotiation with our practice…
Teacher educatorSchool teacher
ConsultantResearcherLeader
How does your approach to ITE include explicit ‘identity work’?
(Wenger 1998; Swennen et al. 2010; Boyd & Harris 2010)
Your personal educational history? Your identity role models?Boundary-crossing and foregrounding different identities? What are your ambitions and mission (values and goals)?
Presenter
Presentation Notes
Multiple identities…who are you? Are your developing identities compatible? If you are university based is it really possible to maintain a meaningful identity as a school teacher? Is it possible to juggle all of these identities|? And what about the developing teacher identities of your student teachers? Does your pedagogy include ‘identity work’ with student teachers? They have 5000 hours as a learner…how will they develop an identity as a teacher and what kind of teacher do they aspire to become?
Vertical Domain: public (published) knowledge
Horizontal Domain: practical wisdom
Connected domains rather than distinct bodies of knowledge
Teacher learning as 'interplay‘ between domains of knowing
Bernstein wrote about the vertical and horizontal dimensions of different subject disciplines… Multi-paradigm social sciences have horizontal breadth compared to single paradigm natural sciences… We developed that with a professional field – teaching – in mind…. Metaphors are powerful linguistic devices – the most prevalent is the theory practice gap… But it is misleading and we wanted to replace that… With interplay…how do your strategies and values for ITE create ‘interplay’?
‘REALISTIC’ CLINICAL PRACTICE MODEL
• A focus on clinical reasoning (inquiry) - with sequences of ‘enactment’ of core practices in school and evaluation…
• Research literate, inquiry-based teachers, ask: how and why does this practice impact on learning and on learners?
• Building capacity for professional inquiry and practitioner research so that student teachers are prepared to develop research-informed practice during their first post…
How does your approach to ITE reflect a clinical practice model?
Presenter
Presentation Notes
Clinical practice models from medicine are about evidence-based practice… But teacher education is a field that is more like healthcare or even mental health… So practitioners ask ‘what does that evidence mean for my practice and my clients?’ And aim to develop research-informed practice… More questioning of randomised control trial evidence…use an inquiry approach to develop practice… So at least some of the teacher educators on a programme must be able to support inquiry and practitioner research to equip beginning teachers as professionals able to ‘develop research-informed practice’ and not simply as technicians who will ‘deliver evidence-based practice’…
TEACHERS’ CONTINUING PROFESSIONAL DEVELOPMENT
How does your ITE approach compare to effective professional development for experienced teachers?
Developing Great Teaching: Research Review https://tdtrust.org/about/dgtStandard for Teachers’ Professional Development https://www.gov.uk/government/publications/standard-for-teachers-professional-development
• Focused on student learning and the concerns of teachers• Sustained and with time for classroom experimentation• Including critical engagement with theory and research• Collaborating with high levels of trust• Teacher learning prioritised by school leadership
(Wood & Geddis, 1999; Loughran & Berry 2005; Russell 2007; Swennen et al. 2008; Boyd 2015)
Implicit modelling – congruent teachingExplicit modelling of inquiry-based teaching
How does your approach to ITE involve modelling?
‘how I teach is the message’‘how I continue to learn to teach is the message’
Presenter
Presentation Notes
Stepping out of the workshop for a moment: Why did I begin the workshop with the post-it activity? What was that about? I knew that I was meeting a diverse group for the first time, and you were meeting each other as well… I considered what did you have in common…and what was the purpose of the workshop… I was influenced by theory and research evidence for the learning power of formative, low stakes assessment and feedback… To what extent do you use formative assessment to gain insight into the perspectives of your student teachers? Is modelling part of your strategies and values for teacher education?
THE INQUIRY-BASED TEACHER
• Understands teaching as a cultural script and the significance of context
• Has sufficient research literacy to make sense of the contested nature of evidence in education
• Collaborates to develop research-informed teaching• Each day asks the question:
‘what is my impact on learning and on learners?
‘Learning Teaching’ Boyd, Hymer & Lockney 2015
A LAYERED PEDAGOGY?Layers – teacher educator, teacher, pupil…Texture – inquiry-based learning – realistic clinical practice…Icing – modelling adds coherence and expresses values… (Boyd & White 2017)
1st order practitioner - school teacher 2nd order practitioner - teacher educator
(Murray & Male 2005)
Presenter
Presentation Notes
Effective teaching is a complex activity that looks easy… Effective teaching of teachers (teacher education) is a layered activity that looks easy… The complexity makes it fascinating and requires challenging but enjoyable lifelong learning…Enjoy! References are provided on the separate sheet… The next workshop focuses on school-based learning of student teachers and partnership…and how teacher educators support that…
BECOMING A TEACHER EDUCATOR 2019 SESSION 1THE PEDAGOGY OF TEACHER EDUCATION
Pete Boyd
with Kim Harris, Jean Murray and Liz White
Presenter
Presentation Notes
Welcome to ‘Becoming a teacher educator’ which is a three part workshop integrated into the TEAN two day conference… The theme of identity will run throughout the workshops…teacher educator multiple identities as school teacher, teacher educator, consultant, researcher, and leader… The ‘Becoming a teacher educator team includes Pete Boyd (Uni of Cumbria), Kim Harris (Uni of Worcester) , Jean Murray (UEL) and Liz white (Uni of Herts.)… The three workshops focus on 1. pedagogy for ITE 2. supporting teachers’ professional learning in schools 3. teacher educator professional development through scholarship and research
