“Its Just Like being a Student”: Making Space for Teachers to Think

1. “Its Just Like being a Student”: Making Space for Teachers to Think Yvon Appleby University of Central Lancashire, Preston, UK

2. Writing a book together: The project • Background - existing recognition of the value of writing to share research/practice insights: Through the Looking Glass • University funding to create opportunity for ITT managers and teachers to share insights • Developing existing ITT partnership • Developing individuals by becoming authors not just teachers – a leap in the dark

3. Making a space to think through writing • Two one day workshops to support writing • Ideas: what matters to you – what do you want to share with others? • How to write – different styles, different voices • Critical reading and discussing what works. What does a book that will be useful look like? • Editing and support whilst writing

4. The product…the book • ’I look up what do I see ….. your head on the desk, not looking at me!’ - Liz Mayes • Learning from the Prestolee school experience - Harold Heath • ’Glimpsing the whole at a glance’: using pictures and images to help teacher trainees make sense of the action research journey –Paolo Reale • ’You have to be in it to win it’ reflections on action research - Karen Kay • Mentoring a tool for learning, reflection and action - Alex Pandolfo • Teaching from a feminist agenda – the influence of feminist pedagogy on initial teacher training- • Geraldine McCusker • Supporting initial teacher trainees with learning differences - Paul Smith • - • Daring to teach teachers: Passion, politics and philosophy in post compulsoryteacher education- Debbie Bentley • ’Action research or research in action’ - Karen Lowe • ITT observations and college quality assurance observations: The same but different? Is there a case for combining the two processes? - Duncan Crossland • ’Am I still a teacher?’ - Alison Barton

5. The practical process • Speaking • Listening • Debating • Embedding ideas in theory • Finding other work/research • Drafting • Revision • References

6. The thinking and feeling process • A space to think outside the continual pressure to ‘always be doing’ at work • The chance to engage in a community with ideas and beliefs not just about curriculum discussion • The space to reassert being a professional educator – becoming a ‘producer’ rather than ‘consumer’ • Having a voice and having influence rather than being a passive recipient • Growing in confidence and self esteem

7. The challenges of engaging in thinking through writing • Not enough time – ‘would do better next time’ • Critical discussion exposes differences - communities of practice not always unified or positive • Exposing oneself as a novice rather than expert – issues of identity management • ‘Writing is hard’ for academics and something to be avoided by teachers • Apathy or antagonism from colleagues/ managers for wasting time

8. Moving from being a ‘provider’ of teacher education to becoming a creator through writing • Writing has provided the ‘supported space’ to think and talk about practice and pedagogy • Writing reminds us of the difficulties of communicating our thinking in writing • Discussing what to write supports a reassessment of ‘what matters’ to us individually and in education more generally • The process of writing enables us to be more engaged and critical • We can find our voice and hear the voices of others

9. Reflections not simply conclusions ‘This was the first chance to stop and think about an issue I have felt strongly about but had not previously written about. It was time to take stock and identify how I would like to see change implemented and what would be the consequences of that change.’ ‘I’ve valued discussing the issues/ideas with like-minded colleagues. We do this so little in FE and it’s a joy to be given time to do this. It’s hugely stimulating if rather exposing!’

10. Thinking and writing together as educators • Thinking as a ‘transgressive act’ in education – critical, collaborative and a collective voice • Reimagining the meaning of professional identity within managerial educational discourses where CPD and reflection have been individualised and appropriated • Challenging ownership of the written word – rebalancing the power of putting thinking into words to be read