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Enabling Independent Learning: A Teacher Education and Development Study

This research explores the application of Assessment for Learning (AfL) in the classroom and its impact on learners generating their own success criteria. It focuses on the involvement of teachers in CPD and the integration of independent learning in a school's development plan. The study examines the challenges faced by teachers in implementing independent learning and the potential role of coaching in supporting their self-confidence.

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Enabling Independent Learning: A Teacher Education and Development Study

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  1. enabling teachers to implement independent learning. Teacher Education and Development ANDREW READ & DONNA HURFORD UNIVERSITY OF CUMBRIA "I’m finding it really difficult to teach that way":

  2. Research Context Researching application of Assessment for Learning (AfL) in the classroom - learners generating their own success criteria. CPD involvement with school – independent learner focus in school’s development plan. Identified a teacher who we felt would want to work with us further –enthusiastic, critical, engaged. Working with teacher and her primary class.

  3. Methodology University tutor-led Action Research –AfL model. Class teacher identified focus of the sessions. Planned and taught three morning sessions, over two terms, with Y5 class. Class teacher observed and interacted. Collected data on pupils’ and teacher’s engagement- observations, discussions, recorded interview.

  4. Pupils’ Engagement Class teacher on pupils’ responses to the independent learning sessions. They were excited: ‘Remember...we done this.”

  5. Teacher’s engagement It’s going to seem like they’re not making progression I found it difficult to apply those skills in a different context “…there were, in reality, significant barriers to change. In almost all cases, the main barrier identified was the reluctance of teachers at all levels to adopt and implement policy changes” Dow (2006, p.311).

  6. Co-researchers’ Dilemma Is it possible to provide the teacher with the support she perceives she needs whilst enabling her to become more self-confidently independent in her provision of pupils' independent learning?

  7. Multilayered Research Questions How can coaching be used effectively to enable critical self-reflection? Where there is a perceived hierarchy, can co-coaching be a genuine and effective partnership? How reasonable are our expectations of meta-reflection?

  8. Co-coaching or Specialist coaching? Research Partnership: Co-coaching not Specialist coaching But... probably a naive view There was an expectation...it made me...anxious With twilights and insets you’re always given something to hold

  9. Understanding reluctance to change

  10. Implications Teacher ownership, a “bottom up” (Hallam et al. 2004, p.133) structure, and peer-mentoring led to effective changes in classroom practice; teachers involved demonstrated “overwhelming enthusiasm and commitment” (2004, p.133). “distributed nature of expertise” where “specific expertise is valued and…each participant is a resource for the other” Edwards et al. (2007, p.655).

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