Being a Professional Educator in an Age of Accountability: knowledge, power, identity and inquiry

1. Being a Professional Educator in an Age of Accountability:knowledge, power, identity and inquiry Pete BoydProfessor of Professional LearningInaugural Lecture

2. The overlapping purposes of Education… Good Education in an Age of Measurement (Gert Biesta 2010) Education = Knowledge + Character (Boyd, Hymer & Lockney 2015)

3. 1988 2002 (Burstow & Maguire 2013)

4. Difficult Practices That Look Easy: The complexity of teaching – clients, purpose, relationships, variables, measuring learning… (David Labaree 2000)

5. Understanding the wider context: knowing the learners, the staff, the school, the community, educational policy framework, wider society The hot spot: where 'teacher knowing is flowing' Being and doing: identity and practice as a teacher Knowing curriculum subject knowledge Pedagogy: knowing approaches to teaching and learning P C K PCK = pedagogical content knowledge Boyd, Hymer & Lockney 2015

6. Teachers’ Professional Learning as Interplay Vertical Domain: public (published) knowledge – theory, research, professional guidance, policy Learning as 'interplay' Horizontal Domain: practical (local) wisdom – ways of working here Connected domains Multiple paradigms Boyd & Bloxham (2014) A situative metaphor for teacher learning, BERJ, 40 (2), 337-352.

7. Cycles of Inquiry: • Reflective practice? • Systematic evaluation • Lesson study • Action research • Practitioner research • Living Theory

8. Leadership and Power Control Influence, Group of application formation resources of power Identification Influence, Control and group sharing of Formation of power resources Turner (2005); Haslam, Reicher & Platow (2014); Rorty (1986); Foucault 1972

9. Real World Research R T K E n e x s Boyd & Smith 2014

10. Bernstein, B. (2000) Pedagogic codes and their modalities of practice in Basil Bernstein, Pedagogy, Symbolic Control and Identity, p. 3 – 24. Maryland: Rowman & Littlefield. Biesta, G.J.J. (2010) Good Education in an Age of Measurement. Boulder: Paradigm. Biesta, G.J.J. (2012) Giving Teaching Back to Education: Responding to the disappearance of the teacher. Phenomenology and Practice, 2, 35-49. Available online open access at https://ejournals.library.ualberta.ca/index.php/pandpr/article/viewFile/19860/15386 Bloxham, S. & Boyd, P. (2007) Developing Effective Assessment in Higher Education: a practical guide. London: Mc Graw Hill / Open University Press. Boyd, P., Hymer, B. & Lockney, K. (2015) Learning Teaching: becoming an inspirational teacher. Critical Publishing. Boyd, P. & Bloxham, S. (2014) A situative metaphor for teacher learning: the case of university tutors learning to grade student coursework. British Educational Research Journal, 40 (2), 337-352. Boyd, P. (2014) Learning Conversations: teacher researchers evaluating dialogic strategies in early years settings. International Journal of Early Years Education, 22 (4), 441- 456. Available online open access at http://www.tandfonline.com/doi/pdf/10.1080/09669760.2014.968532 Boyd, P. & Tibke, J. (2012) Being a school-based teacher educator: developing pedagogy and identity in facilitating work-based higher education in a professional field. Practitioner Research in Higher Education, 6 (2), 41-57. Available at http://194.81.189.19/ojs/index.php/prhe Boyd, P. (2002) Rose-Tinted Reflection? The Benefits for Teachers of Initial Teacher Education in Secondary Schools. Journal of In-Service Education. Vol. 28 No. 2 p.203-217.

11. Boyd, P. & Leslie, P. with Teacher Researchers from North Liverpool Teaching Alliance (2015) Learning Conversations Teacher Toolkit: developing practice in early years through practitioner inquiry. Liverpool: Everton Nursery School and Family Centre. Boyd, P. (2014)Using ‘modelling’ to improve the coherence of initial teacher education. In Pete Boyd, Agnieszka Szplit & Zuzanna Zbróg (Eds.) Teacher Educators and Teachers Learning: International Perspectives, Cracow: Libron. Available online at http://libron.pl/katalog/czytaj/id/150 Boyd, P. & Harris, K. (2010) Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity. Professional Development in Education 36 (1-2), 9-24. Boyd, P. & Lawley, L. (2009) Becoming a Lecturer in Nurse Education: The work-place learning of clinical experts as newcomers.Learning in Health and Social Care 8(4), 292-300. Boyd, P. & Tibke, J. (2012) Being a school-based teacher educator: developing pedagogy and identity in facilitating work-based higher education in a professional field. Practitioner Research in Higher Education, 6 (2), 41-57. Available at http://194.81.189.19/ojs/index.php/prhe Brew, A. (1999) Research and Teaching: chanmging relationships in a changing context. Studies in Higher Education, 24 (3) , 291-301. Burstow, B. & Maguire, M. 2013. Disentangling What it Means to be a Teacher in the Twenty-first Century: Policy and Practice in Teachers’ Continuous Professional Learning. In: Mcnamara, O. (ed.) Teacher Learning in the Workplace: widening perspectives on practice and policy. London: Springer. Clarke, S. (2012) Active Learning Through Formative Assessment. London: Hodder. Cochran-Smith, M. & Lytle, S. (2009) Inquiry as Stance: Practitioner research for the next generation. New York: Teachers College Press.

12. Copping, A. (2007) 'Just tell us what we need to know': examining conceptions of learning and teaching. Practitioner Research in Higher Education, 1 (1), 20-24. Available online open access at http://194.81.189.19/ojs/index.php/prhe/issue/view/7/showToc Gallagher, P. (2004) How the metaphor of a gap between theory and practice has influenced nurse education, Nurse Education Today, 24 (4), 263-268. Kolsaker, A. (2008) Academic professionalism in the managerialist era: a study of English universities. Studies in Higher Education, 33 95), 513-525. Labaree, D. (2000) On the nature of teaching and teacher education: difficult practices that look easy. Journal of Teacher Education, 51 (3), 228-233. Hager, P. (2008) Learning and metaphors, Medical Teacher, 30 (7), 679-686. OECD (2005) Teachers Matter Available online open access at http://www.oecd.org/edu/school/34990905.pdf Sfard, A. (1998) On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27 (2) 4-13. Stenhouse, L. (1975) An introduction to curriculum research and development. London: Heinemann. Whitehead, J. & Huxtable, M. (2015) Living-Educational-Theory research as transformational CPD. Available at Living-Educational-Theory research as transformational CPD http://www.actionresearch.net/writings/jack/jwmhGEIarticle141012.pdf Whitehead, J. & Huxtable, M. (2016) Creating a profession of educators with the living-theories of master and doctor educators. Gifted Education International 32(1), 6-25. Wilson, T. (2001) The proletarianisation of academic labour, Industrial Relations Journal, 35, 250-262.