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Dr Elizabeth White & Dr Claire Dickerson School of Education, University of Hertfordshire

Exploring perspectives of those involved in school-based teacher education. Funded by SSAHRI, University of Hertfordshire. Dr Elizabeth White & Dr Claire Dickerson School of Education, University of Hertfordshire IPDA Annual Conference, Birmingham 29 Nov 2014. Teacher Educators.

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Dr Elizabeth White & Dr Claire Dickerson School of Education, University of Hertfordshire

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  1. Exploring perspectives of those involved in school-based teacher education Funded by SSAHRI, University of Hertfordshire Dr Elizabeth White & Dr Claire Dickerson School of Education, University of Hertfordshire IPDA Annual Conference, Birmingham 29 Nov 2014

  2. Teacher Educators Institute-based teacher educator (IBTE) School-based teacher educator (SBTE)

  3. Who are School Based Teacher Educators? • Shift to schools-led ITT • Experienced teachers taking on more responsibility • School Direct Programme • Primary and Secondary • Leading groups and one to one sessions • Developing subject and professional knowledge • Mentoring, coaching and tutoring • Working within school and working across schools

  4. Research Approach • Interpretive perspective • Listening to meanings and purposes of participants • Conversational Partners

  5. Methods • Part 1 • Questionnaire (8 responses out of 13 SBTEs) • Focus Group (4 out of 8 students) • Part 2 • Semi-structured interviews • (2 out of 5 SBTEs; and 2 out of 2 IBTEs)

  6. Areas of questioning • Multiple roles held by teacher educators in their workplace • Role as a teacher tutor (or supporting a teacher tutor) • Professional development/support needed as SBTE • Benefit of role as SBTE • Conflicts of interest/complementarity of roles held • Sense of professional identity as a teacher educator • Views on preparing teachers

  7. Findings: SBTEs’ perspective – what is your role?

  8. Findings: How do others view them? They [NQTs and students] see you as a ‘trainer’ the wider community like the Governors have been quite receptive to what’s going on SBTE A SBTE B Not sure [SBTE] gets recognition … school definitely appreciated the role and gave SBTE time to do it IBTE C IBTE D

  9. Findings: SBTEs’ perspective – who benefits? I get all the new ideas hot off the press Developing my subject knowledge and preparing for the 2014 curriculum SBTE A SBTE B The profile of the school has been raised – looked at as a more supportive school, a school that is embracing change and the new curriculum The students in my school – because they are learning using means that I’ve not used in the past SBTE B SBTE B

  10. Findings: What are the challenges? You’ve got to have someone able and willing and up-to-date to deliver it and anyone in school is so busy Planning has had to take place in my own time IBTE D SBTE B [The student teachers] don’t get the academic underpinning and the rationale [in school] They can learn bad practice. Bad practice is modelled and is learnt, and not just bad practice but poor attitudes can be learnt IBTE D IBTE C

  11. What are the implications?Next steps for the development of school-based initial teacher education Focus on the learning needs of student teachers Quality assurance across the programme Recognition of the roles of teacher educators Partnership/ community development Sustainability

  12. Teacher Educators School-based teacher educator (SBTE) Institute-based teacher educator (IBTE)

  13. Books Books School-based Teacher TrainingA handbook for tutors and mentors Edited by E White and J Jarvis. Sage 2012 Developing outstanding practice in school-based teacher education. A critical guide for teacher educators. Edited by Kim Jones and Liz White Critical Publishing 2014

  14. References JACKSON, A. 2011. How do school-based mentors support student teachers' learning in school? An investigative survey into the perceptions of teacher educators in England. TEAN: University of Cumbria. MURRAY, J. & MALE, T. (2005) Becoming a teacher educator: evidence from the field. Teaching and Teacher Education 21, 125-142. REYNOLDS, R., FERGUSON-PATRICK, K. & MCCORMACK, A. 2013. Dancing in the ditches: reflecting on the capacity of a university/school partnership to clarify the role of a teacher educator. European Journal of Teacher Education, 36, 307-319. RUBIN, H. & RUBIN, I. (2005) Qualitative Interviewing, The Art of Hearing Data, London, Sage. SWENNEN, A., JONES, K. & VOLMAN, M. (2010) Teacher educators: their identities, sub-identities and implications for professional development. Professional Development in Education, 36, 131-148 WHITE, E. (2014) "Being a Teacher and a Teacher Educator - Developing a New Identity?". Professional Development in Education 40 (3) 436-49 WESTRUP, R. & JACKSON, A. 2009. The Professional Development Needs of Teacher Educators in Higher Education Institutions (HEIs) and School-based Mentors in Schools. ESCalate: University of Cumbria

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