Teacher educators : transition into higher education and developing research identities

1. Teacher educators :transition into higher education and developing research identities Prof Vivienne Griffiths and Liz Hryniewicz Canterbury Christ Church University Dr Simon Thompson, University of Sussex UCET Annual Conference November 11-12th 2010

2. Research focus • Focus on practitioners (teacher educators) developing research identities • Explores mentoring and support • Highlights barriers to research • Identifies key factors with wider application e.g. entitlement to research time, induction, buddying and an active research culture

3. Previous research • Dual transition of teacher educators from school to university (Murray 2008) • Poor induction into academia (Harrison & McKeon 2008) • Lower status of teacher educators (Maguire 2000) • Importance of internal support and collaborative learning (Dinkelman et al 2006, McGee & Lawrence 2009)

4. Methodology • Case study approach (Cohen et al 2007) • In-depth interviews with 12 teacher educators and research mentors (9 f, 3 m) • Explored biographies, experiences of transition, support and barriers to research • Beginning researchers as interviewers (Stenhouse 1975) • Situated learning framework (Lave & Wenger 1991, Eraut 2004)

5. Context Pre 1992 University • Research intensive • 66% education faculty entered into RAE • Small teacher education provision (250 students) • Highly developed research culture Post 1992 University • Former teacher training college • 6% education faculty entered into RAE • Large teacher education provision (2500 students) • Developing research culture

6. Strengths & skills of practitioners • Up to date knowledge of field • Access/ sensitivity to context • Valued dual perspective of insider and outsider “(They have) a much better understanding than people who've just been through a research career of what the evidence means, the classroom observation... People with teacher education expertise...have a greater depth of understanding about interpretations ” Research Mentor (Pre 1992 University)

7. Challenges • Possible lack of understanding of practitioners’ work: “I feel that there are some people who don't understand...the nature and role of the work (of teacher education). Different roles of work involved in terms of demands and what can be expected” Research Mentor (Pre 1992 University) • Perceived status of practitioner research

9. Lack of time “If you get involved with trainees, the main part of the job, things come up and that’s not accounted for in your workload calculations. And some of the problems that trainees have take a lot of time to unravel so there’s precious little time in the week anyway ” Teacher Educator (Pre 1992 University)

10. Formal: research training – “a kind of induction into that world … an introduction to research” role of supervisor research mentor research seminars Informal: peer support role models collaborative research activities – similar to this piece of research Need for support

11. Working with experienced researchers “Working with L on the conference paper was brilliant...I suppose she was modelling and team working and that enabled me to do it myself. Someone who’s really inexperienced working with an experienced person, I probably learnt more than anything else. ” Teacher Educator (Pre 1992 University)

12. Building Research Identities Landmarks: Higher degree, conference papers, publications Landmarks: State of dependency to greater autonomy RESEARCHER Hurdle: Self perception as academic Landmarks: Inherent satisfaction and reward PR ACT I T IONER

13. Changing identities “For me, it’s actually to see myself as a researcher, as an academic, cos I still see myself so much as a teacher. And you’ve got to get over that hurdle, and if you get over that hurdle it might get easier to say, ‘I can’t go to that meeting’ or ‘I can’t see that student ” Teacher Educator (Post 1992 University)

14. “Being able to step outside yourselves and your subject and researching to challenge what you do, rather than to validate what they do and think...Research is the bit that pulls the rug from under them. I know it did for me, changed my thinking totally. It opens doors...It’s about empowering...Once you become research active you have valid grounds to challenge.” Research Mentor (Post 1992 University)

15. Conclusions Study indicated importance of: • collaborative research, learning alongside experienced researchers • mentors modelling research practice • strong institutional support for research as well as valuing of teacher education • active research culture • acknowledging complexity of transitions

16. Recommendations • Structured induction • Raise aspirations • Balance teaching and research • Dedicated research time with accountability • Set expectations, with targeted support • ‘Buddying’, mentoring and collaboration • Stenhouse model: co-research and co-teach

17. Thank you very much for listening viv.griffiths@canterbury.ac.uk liz.hryniewicz@canterbury.ac.uk s.j.thompson@sussex.ac.uk Griffiths, V., Thompson, S. & Hyrniewicz, L. (2010) Developing a research profile: mentoring and support for teacher educators. Professional Development in Education 36(1-2):245-262.

18. References • Cohen, L., Manion, L. & Morrison, K. (2007) Research methods in education, 6th edn. London: RoutledgeFalmer. • Dinkelman, T., Margolis, J. & Sikkenga, K. (2006) From teacher to teacher educator: reframing knowledge in practice, Studying Teacher Education, 2(2), 119–136. • Eraut, M. (2004) Informal learning in the workplace, Studies in Continuing Education, 26(2), 247–274. • Harrison, J. & McKeon, F. (2008) The formal and situated learning of beginning teacher educators in England, European Journal of Teacher Education, 31(2), 151–168. • Lave, J. & Wenger, E. (1991) Situated learning: legitimate peripheral participation . Cambridge: Cambridge University Press. • Maguire, M.(2000) Inside/outside the ivory tower: teacher education in the English academy. Teaching in Higher Education 5(2):149-165. • McGee, A. & Lawrence, A. (2009) Teacher educators inquiring into their own practice, Professional Development in Education, 35(1), 139–157. • Murray, J. (2008) Teacher educators’ induction into higher education: work-based learning in the micro communities of teacher education, European Journal of Teacher Education, 31(2), 117-133.

19. Discussion • Do the issues raised from this research resonate with your own experience? • What are the key challenges for pre and post 1992 universities and are they different? • What positive strategies to address these issues are taking place in your own institutions? • What else can we do as individuals and groups, institutionally and nationally?