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Mike Martin Liverpool John Moores University

Beginning teacher's narratives of subject knowledge development Evaluating a hermeneutic phenomenological approach. Mike Martin Liverpool John Moores University. Background - researcher. Teacher educator at LJMU across primary, secondary and postgraduate progammes

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Mike Martin Liverpool John Moores University

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  1. Beginning teacher's narratives of subject knowledge developmentEvaluating a hermeneutic phenomenological approach Mike Martin Liverpool John Moores University

  2. Background - researcher • Teacher educator at LJMU across primary, secondary and postgraduate progammes • Involved in D&T education for 20 years+ • Written and presented papers and carried out small-scale research about the subject • Now doing doctoral work

  3. Background – research topic • Highly significant nature of subject knowledge for all in ITE • Subject knowledge development reliant on 1995 competence-based system • Years of experience using competences – increasing frustration! (Martin 2008) • Seeking an alternative system • Doctoral study – opportunity to make the case for change

  4. Research focus • Nature of subject knowledge • How does it develop? • What factors affect the development of subject knowledge for beginning (pre-service) teachers?

  5. Exploring subject knowledge • Knowledge as facts (Hirst 1974) • Knowing that and knowing how (Ryle 1949) • Tacit knowledge (Polanyi 1967) • Novice to expert (Dreyfus & Dreyfus 1986) • Pedagogical content knowledge (Shulman 1986) • Workplace learning (Eraut 2007) • Problematic subject knowledge (Ellis 2007)

  6. Theoretical framework • Interpretive • Developmental / changing • Take account of personal position • Background of participants • Focus group vs individual narrative • So … methodology?

  7. Hermeneutic phenomenology • Phenomenology - Husserl (1952) • Hermeneutic phenomenology - Heidegger (1962), Gadamer (1976), Ricoeur (1975), van Manen (1997) … a hermeneutical approach asks the researcher to engage in a process of self-reflection to quite a different end than that of phenomenology. Specifically, the biases and assumptions of the researcher are not bracketed or set aside, but rather are embedded and essential to interpretive process. (Laverty 2003: 28)

  8. Pilot study • Decided to compare responses between focus group and individuals • Group of 5 PGCE students (GTP) • Two individual interviews with PGCE students from LJMU

  9. Outcomes – subject knowledge • Knowledge development is driven by what is taught • Often ‘thrown in the deep end’ • The ability to learn what you don’t know (quickly) is a critical factor • Context and mentor attitudes – variable • Background knowledge (degree) affects attitudes - particularly confidence

  10. Outcomes - methodology • Very similar responses between focus group and individuals • Collective discussion highlights common issues • Discussion with individuals provided more in-depth narratives • Pilot revealed the unexpected • Research focus has shifted from development of subject knowledge to acquiring the unknown (or little known)

  11. Next steps • More focused planning needed in preparation for the main study • Cycles of individual interviews and focus group discussion • Reflexive blog • On-going interpretation and sharing understanding with participants

  12. Conclusion • How to deal with unfamiliar skills and knowledge is of critical importance • Hermeneutic phenomenology is an appropriate methodology • Refinement in methodology is on-going

  13. So… • Reflections? • Advice? • Questions? Mike Martin m.c.martin@ljmu.ac.uk www.mikemartinblog.wordpress.com

  14. References • Bontekoe, R (1996) Dimensions of the hermeneutic circle. Humanity Books. • DATA (1995) Minimum competences for trainees to teach design and technology in secondary schools. Wellesbourne: DATA Publications. • Dreyfus H & Dreyfus S (1986) Mind over Machine; The power of human intuition and expertise in the era of the computer. Oxford: Blackwell. • Ellis, V (2007) Subject knowledge and teacher education: the development of beginning teachers' thinking. New York: Continuum. • Eraut, M (2007) Theoretical and practical knowledge revisited. Paper presented at the 12th Bienniel EARLI Conference 2007, Budapest, Hungary, 28 August-1 September 2007. • Heidegger (1973) Being and Time. Trans MacQuarrie, J and Robinson, E. Oxford: Basil Blackwell.

  15. References • Hirst, P (1974) Knowledge and the Curriculum. London: Routledge and Kegan Paul. • Laverty, S.M. (2003) Hermeneutic Phenomenology and Phenomenology : A Comparison of Historical and Methodological Considerations. International Journal, 2(September), p.1-29. • Martin, M (2008) Competence in question: the relevance of the Design and Technology Association Minimum Competences to initial teacher education. In: Norman, E.W.L. and Spendlove, D. (eds.). The Design and Technology Association International Research Conference. Wellesbourne : The Design and Technology Association, pp. 23-29. • Polanyi, M (1967) The Tacit Dimension. London Routledge and Kegan Paul. • Ryle, G. (1949) The Concept of Mind. Harmondsworth: Penguin Books. • Shulman, L (1986) Those who understand: knowledge growth in teaching. Educational Researcher. Vol 15, No2. pp 4-14.

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