teacher educators in the life-long learning sector their work and identity
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Teacher educators in the life-long learning sector Their work and identity. Anja Swennen, VU University Amsterdam. Outline. A broken promiss: some history Teacher educators as second-order teachers and what this means for their knowledge and work (in the LLL-sector) - PowerPoint PPT PresentationTRANSCRIPT
Teacher educators in the life-Teacher educators in the life-long learning sectorlong learning sector
Their work and identityTheir work and identity
Anja Swennen, VU University Amsterdam
OutlineOutline
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A broken promiss: some history
Teacher educators as second-order teachers and what this means for their knowledge and work (in the LLL-sector)
Some ideas to professionalize the work of teacher educators
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Penny NoelThe secret lives of teacher educators
A general definitionA general definition
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Teacher educators are those who ccontribute formally to the development of teachers in pre-service and in-service education
Changing identity Changing identity of TEors as a result of TEors as a result of the changing context of the changing context of teacher educationof teacher education
Current types of TECurrent types of TE
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University-based
Professional Higher Education (Hogeschool, Högskolen)
Colleges of Further Education
Schools
Subject-based
Profession-based
Workplace-based
Who are the TEors?Who are the TEors?
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Teachers are first order practionersTeachers are first order practioners
TEors are second order practionersTEors are second order practioners
They should be aware of the second order They should be aware of the second order context of TE and the first order context of context of TE and the first order context of teacher teacher Murray & Male, 2005Murray & Male, 2005
Building a coherent identity as TEor
Building a coherent identity as TEor
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teacherThe experience as teacher and the reflection on that experience is part of the identity of TEors
teacher educator
But …..But …..
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TEors at universities (like Huddersfield TEors at universities (like Huddersfield university) are second order practioners in a university) are second order practioners in a second order contextsecond order context
TEors at Colleges of Further Education are TEors at Colleges of Further Education are second order practioners in a first order second order practioners in a first order contextcontext
Extending the identity of teacher
Extending the identity of teacher
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teacher
Their experience as teacher and the reflection on that experience is their core identity which they use to teach teachers
teacher educator
teacher educator
teacher educatorteacher educator
Knowledge of TEorsKnowledge of TEors
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Always aware of the second order context of TE and the first order context of the (student) teacher and can move easily between those two contexts
Have knowledge of pedagogy of teacher education (Loughran, 2007)
Are able to model, be explicit and legitimize their own teaching and that of other novice and experienced teachers
ModelModel
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It is modelling the processes, thoughts and knowledge of an experienced teacher in a way that demonstrates the ‘why’ or the purpose of teaching: it is not creating a template of teaching for unending duplication
John Loughran, 2001
Be explicitBe explicit
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Teacher educators need to make their teaching explicit, so the modelling is brought to a conscious level of the student teachers. This requires a high-level of meta-cognition, it is verbalizing the reflection-in-action, (Schön, 1983) the tacit part of professional knowledge in teaching
Kari Smith, 2001
legitimizelegitimize
Underpin your own and observed teaching with theory that teachers know or should know
Swennen, Korthagen & Lunenberg, 2007, 200
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Lack of knowledge and skillsLack of knowledge and skills
Some research suggests that TEors seem to lack the knowledge and skills needed to put explicit modelling and legitimizing into practice
Swennen, Korthagen & Lunenberg, 200
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TEor is an emerging identityTEor is an emerging identity
Meaning:Those who work in TE are only just recognised as a professional group and individual TEors only recently identity themselves as TEors
Therefore:TEors need to reconsider their identity in relation to their context
TEors need (to produce) professional and academic knowledge - to develop as individual and as a professional group
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There is an emerging knowledge base for teacher educators, but it is not easily accessible for TEors
TEACHER TRAINING (LIFELONG LEARNING) CERT ED PRE-SERVICE 2013-14TEACHER TRAINING (LIFELONG LEARNING) CERT ED PRE-SERVICE 2013-14
Liz Dixon: Dixon, L (2010) ‘Teacher Educators in Higher Education:aspirations, opportunities and challenges. Fear and Anxiety v Desire’. In: University of Huddersfield Research Festival 2010 , 8-18 March 2010, Huddersfield University
Alison Gorf: Gorf, A (2003) ‘Knowing how to move the Skills for Life Agenda forward – a reflection on current PCET teacher training initiatives within Basic Skills.’. In: RAPAL confere
Josie Harvey: Harvey, J (2008) ‘It's not just a game: educating the educators’. In: ESCalate ITE conference, 15th May 2008, Glyndwr University, Wrexhamnce, June 2003, University of Wolverhampton
Alison Iredale: Iredale, A., Bailey, W., Orr, K. and Wormald, J. (2011) ‘Confidence, risk, and the journey into praxis: work-based learning and the teacher education curriculum’. In: The Important Role of Higher Education in Teacher Education, 20th May 2011, Manchester Conference Centre , p. 22
Judith Kidder: Kidder, J (2010) ‘Effective Feedback in teaching practice observations’. In: ESCalate Good Practice Guide Launch, 20th April 2010, University of Huddersfield
John McNichol: Mentoring of trainee teachers
Bernard McNicholas: Skills for Life Practitioners Group
Martyn Walker :Cook, M., Fisher, R. and Walker, M. (2008) Teacher education at Huddersfield, 1947-2007: from technical teacher training college to university school of education . Huddersfield: University of Huddersfield . ISBN 9781862180697
Sarah Williamson:: Williamson, S (2009) ‘Developing Cross-institutional Virtual Learning Environments for Trainee Teachers ’. In: 5th ESCalate ITE Conference, 15th May 2009, Glyndwr University, Wrexham, UK
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Knowledge from ‘books’ is not enoughKnowledge from ‘books’ is not enough
The purpose and test of learning is whether it can be applied as an active part of the TEors intellectual equipment. It is not easy to bridge the gap between talking, telling, discussion and action within teacher education.
MacLennon, 1963
Michael Cook, Roy Fisher & Martyn Walker, 2008
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Professional development of TEorsProfessional development of TEors
Induction
Communities
Developing courses/curricula
Sharing in publications
Research
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To explore possibilities to be a second order practitioner
To contribute to the development of a
useful pedagogy of teacher education
To contribute to the body of knowledge for and about TEors
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