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Culture and Collaboration: researching and developing professional practice. 23 May 2014. Welcome and Introduction. LSRN event planning group Yvonne Hillier Andrew Morris Anne Thompson.

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Welcome and introduction

Welcome and Introduction professional practice

LSRN event planning group

Yvonne Hillier

Andrew Morris

Anne Thompson

The professional practiceevent is hosted by Pearson and supported by the Education &Training Foundation. Organisation was by NIACE in liaison with Pearson.

Research and enquiry and the professional practiceProfessional Standards for Further Education Teachers and Trainers in EnglandPatricia Odell, Interim Advisor for the Review, Education and Training FoundationNote: the pertinent standards are set out on the back of the programme

Launch of the 2014 professional standards for teachers and trainers in england

Launch of the 2014 Professional Standards for teachers and trainers in England

Review of the 2007 standards was a key aim of the Foundation

Over 1000 sector professionals have been involved in the consultation

Result is a set of standards wholly owned by the sector

Introducing the 2014 professional standards
Introducing the trainers in England2014 Professional Standards

What is the sector saying about the 2014 standards
What is the sector saying about trainers in Englandthe 2014 Standards?

“These Standards give the sector and the practitioners who work in it a voice. They clarify the standards that we strive to achieve for our learners every day and provide guidance where we feel we can improve.

I feel very proud to work in a sector where the standards of professionalism are so high.”

Curriculum and Quality Manager, Adult and Community Learning Organisation and member of the Review of Professional Standards Practitioner Group

A vailable documents on the foundation website
A trainers in Englandvailable documents on the Foundation website

  • Professional Standards

  • Guidance

  • PowerPoint presentation and animation

Next steps
Next steps trainers in England

  • Case studies illustrating how the standards are being embedded in a range of contexts

  • Updated Guidance

  • Published Spring 2015

Reflecting trainers in England, evaluating, creating, innovating, collaboratingMaintain and update knowledge of educational research to develop evidence based practiceHow do we foster the culture of making and using educational research?How can we best develop evidence based practice?How can we work together to achieve these particular professional standards?

Stakeholder perspectives
Stakeholder perspectives trainers in England

Culture and Collaboration: researching and developing professional practice

Maggie Gregson, Professor of Vocational Education, University of Sunderland

Norman Crowther, National Official Post 16 Education, ATL

Culture trainers in Englandand Collaboration Researching and Developing Professional Practice

Friday 23rdMay 2014

Professor Maggie Gregson

University of Sunderland Centre for Excellence in Teacher Training (SUNCETT)

Becoming a good teacher and a good researcher
Becoming a Good Teacher trainers in Englandand a Good Researcher

  • Becoming a good teacher and a good educational researcher involves us in engaging in a particular way of life and a set of educational practices - particular ways of working, thinking and going about what we do.

  • The work we do as teachers and educational researchers in a wide variety of vocational contexts plays an important part in carrying forward the ideas and crafts of those who have gone before us.

  • It also critically examines old ways of thinking and working to create new thinking and new practices.

  • In this way our work both sustains and transforms communities, societies and the regional and national economies in which we live.

Internal goods of vocational educational research and practice and desired outcomes
Internal Goods of Vocational Educational Research and Practice and Desired Outcomes

  • No matter what they teach, good teachers and good educational researchers come to care about the practice of education.

  • When we ignite the first spark of interest in our students, when we fire their imagination, when we watch them develop a sense of belonging, when we see them realisethe possibilities offered by the subject or craft they have chosen to pursue, when we observe how they have developed a passion for and pride in their work, when we watch them grow in confidence, when we see them recognisethe virtue of doing something well for its own sake, when we know how we have contributed to all of this …we begin to become good teachers and good educational researchers .

Internal goods of educational research and practice and desired outcomes
Internal Goods of Educational Research and Practice and Desired Outcomes

  • As teachers and researchers we participate in vocational educational practices together with our students by engaging in partnerships based upon co-operation and in traditions and vocational practices which not only transcend us as individuals but are also deeply alive in the present, stretch back to the past and, through our combined effortscan be extended into the future (Dunne2005).

  • In doing so we discover the rewards that come from mutual engagement and the embodiment of the practices that each of us come to pursue, including the practice of leading a fulfilled life,

    “…In looking at education into a practice…, I would of course want to see it as being in itself in a very strong sense a moral education in so far as properly conducted it involves …the learning not only of skills but of virtues”

    (Dunne , 2005, p.155)

Good educational practice and good educational research
Good Educational Practice and Good Educational Research Desired Outcomes

  • In pursuing the ‘goods’ of educational practice, including those outlined above, we need to develop virtues and qualities to guide the sometimes difficult and often wonderful decisions we need to make in our practice as education leaders, teachers and researchers.

  • We find ourselves faced with many complex dilemmas and issues in the course of our careers as teachers, education leaders and researchers (including the notion that education can and should be a commercial practice rather than a moral one).

Developing good judgment and good practice together
Developing Good Judgment and Good Practice Together Desired Outcomes

  • The quality of the judgments we make in these situations plays a significant part in our professional lives and in the lives of our students.

  • We need to keep up to date with research and developments in the vocational or academic practices that we teach.

  • Equally and arguably even more importantly we will need to ensure that we also keep up to date with research and developments in the discipline and practice of education.

  • One without the other is simply not enough !

  • To do this we need to keep the internal goods of vocational education and research at the forefront of our thinking and our practice. In the face of the many commercial imperatives we have to confront - that requires considerable courage and a strong commitment to educational values.

Case study the education and training foundation s research development fellowship rdf
Case Study: The Education and Training Foundation’s Research Development Fellowship (RDF)

  • Routine practice for leaders of education to use CPD budgets to update the subject and pedagogical knowledge of staff.

  • Often this involves FE staff attending events where someone who is considered (or considers themselves to be) an ‘expert’ tells everyone else in attendance what to do.

Eraut 2004 metaphor of the iceberg
Eraut Research Development Fellowship (RDF) (2004) Metaphor of the Iceberg

The education and training foundation s research development fellowship rdf
The Education and Training Foundation’s Research Development Fellowship (RDF)

  • ETF Research Development Fellowships – based on principles and values of Joint Practice Development (JPD) (Fielding et. al 2005).

  • Changing and improving practice together involves more than the simple transfer of information.

  • Change and improvement takes time.

  • JPD takes the realities of the process of putting ideas from research into practice seriously.

  • JPD places important demands upon relationships of those involved in the processes of research and those responsible for the practices of improvement.

What is joint practice development jpd
What is Joint Practice Development? (JPD) Development Fellowship (RDF)

  • Teacher-led approach to improving teaching, learning through research which,

    ‘takes account of the existing practice of teachers who are trying to learn new ways of working and acknowledges the effort of those who are trying to support them. It also underscores the necessity of mutual engagement, which lies at the heart of the complex task of opening up and sharing practices with others’.

    Fielding et al (2005:72)

Guiding principles of jpd
Guiding Principles of JPD Development Fellowship (RDF)

  • Not a ‘toolkit’ or a ‘recipe for success’.

  • Set of principles which can be used to guide good educational research and practice.

  • Accepts the power of knowledge gained from educational research to improve educational practice.

  • Seeks to balance that knowledge with local knowledge and insight.

  • When students, teachers, educational leaders and researchers learn form one another as they experiment with putting research findings into practice - real and sustainable educational change can happen.

Developing professionalism from heroes and heroines to communities of practice
Developing Professionalism Development Fellowship (RDF)From Heroes and Heroines to Communities of Practice

Norman Crowther

ATL National Official for Post 16 Education

Heroes and heroines
Heroes and Heroines? Development Fellowship (RDF)

  • ‘We have not been interested in a heroic teacher here or there, or a great school or district, hit or miss. What’s worth fighting for in teaching is to change every classroom...’ Fullan and Hargreaves 21 (2012)

Community of practice
Community of Practice? Development Fellowship (RDF)

An established community of practice

Identity Development Fellowship (RDF)

Shared vocabulary and Concerns


An Established Community of Practice

Elements for an analytic framework for cop
Elements for an analytic framework for Development Fellowship (RDF)CoP?

  • Goals and relationships for learning

  • Mode and quality of knowledge transfer

  • Degree of formalization

    • Informal – formal relationships (tacit/explicit)

  • Strength of coupling

    • Cohesiveness/Nodes/Fragmentation

      (Koliba and Gaida (2009))


Ifl dual professionalism
IfL: Dual Professionalism Development Fellowship (RDF)

Model of teacher standards
Model of Teacher Standards Development Fellowship (RDF)

Levels of agency conditions of success
Levels of Agency: Conditions of Success Development Fellowship (RDF)






Thank you for listening. Development Fellowship (RDF)

Discussion group one 11 45 12 45
Discussion group one Development Fellowship (RDF): 11.45 – 12.45

Group A

red dot, conference room

Group B

blue dot, conference room

Group C

green dot, glass room

12.45 Lunch in the foyer

Reconvene 13.30

A principal s perspective
A Principal’s perspective Development Fellowship (RDF)

Sally Dicketts

Principal and Chief Executive, Activate Learning

Discussion group two 13 45 14 45
Discussion group two Development Fellowship (RDF): 13.45 – 14.45

Group A

red dot, conference room

Group B

blue dot, conference room

Group C

green dot, glass room

14.45 Refreshments in foyer

15.00 Plenary in conference room

LSRN purpose is Development Fellowship (RDF)

  • “to help people engage with research and development”

    Workshops aim to influence practice by

  • debating the evidence

  • developing messages

  • actively communicating them