Becoming a Teacher Educator. Pete Boyd University of Cumbria Jean Murray University of East London Kim Harris University of Worcester Claire Smith Leeds Trinity University Colle ge The Guidelines on the ESCalate website: http//escalate.ac.uk/3662
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Becoming a Teacher Educator
Pete Boyd University of Cumbria
Jean Murray University of East London
Kim Harris University of Worcester
Claire Smith Leeds Trinity University College
The Guidelines on the ESCalate website: http//escalate.ac.uk/3662
Teacher Education Advancement Network www.cumbria.ac.uk/TEAN/TeanHome.aspx
Leah 10 years in teacher education. After working on PGCE Primary programmes, she has now completed her PhD, built up a portfolio of journal publications, academic books and research grants. Has now gained a post as a Reader
Clive5 years in teacher education. Works on PGCE Secondary maths, a range of Enhancement Courses and CPD including the Masters. Also works as a maths consultant locally and nationally. Strong profile in Knowledge Exchange activities.
Jane15 years in teacher education. After working on the PGCE and under-graduate SEN courses at her university for 10 years, she now leads an international SEN specialist course in Malaysia. Writes extensively on SEN for professional audiences.
James After a successful career as a secondary school deputy head, now works part-time in HE and part-time in schools. History specialist. Works on various Exam Board and Advisory bodies.
Workplace learning framework
1 Role design
2 Organisational learning
3 ITE pedagogy
4 School-based role
5 Formal Courses
6 Scholarship and research
Boyd, P., Harris, K. & Murray, J. (2007)
Expansive workplace environments:
Becoming: reconstructing identity
Exposure to the ‘paradigmatic trajectories’ of experienced members provides a model that is a key influence on the learning of newcomers…(Wenger, 1998: 156)
What identity ‘models’ exist within your department?
To what extent do you cross boundaries and emphasise different aspects of your identity?
Consider one of your recent successful taught sessions with your student teachers: write on a post-it one or two key aspects of your approach to teacher education…
As a group sort out the post-its to find common issues and create a poster entitled ‘principles for effective teacher education’...
Student teachers are ‘learning to teach’ but also ‘teaching to learn’ Loughran, 2006
Maybe they are also learning to learn?
Enabling student’s growth as a teacher
Developing student teaching
emulation but personalised
Student as teacher and learner
conceptual change, critical thinking
Teacher education: a complex, layered pedagogy
Boyd, in progress
Involves conflicting and competing demands
Requires the student to create knowledge
Requires a shift in focus from curriculum to learner
Is enhanced by (student) teacher research
Requires collaborative learning
Requires meaningful partnership
Is enhanced through modelling by teacher educators
Korthagen, Loughran & Russell (2006)
What do you want your student teachers to know and be able to do?
Developing Teacher Knowledge
Educational setting within the system
Society & community
Wenger, 1998; Peressini et al.(2004)
Identity as a teacher
Rapidly changing policy frame
High levels of accountability
What does modelling mean to you? To what extent do you use it within your teaching of student teachers?
Summarise your group’s understanding of ‘modelling’ as a strategy within the context of teacher education.
Stepping out and thinking aloud...
Building links to learning theory...
Helping student teachers to reflect...
(Loughran & Berry, 2006; Swennen, Lunenberg, & Korthagen, 2008)
The key characteristic of university teaching and knowledge exchange activity is that it is underpinned by scholarship & engagement with research
There are contractual obligations and expectations from your department and institution
The influence of national research audits and universities’ participation in them – overt & tacit valuation of research & researchers and the impact on the field of teacher education
British Education Index
British Educational Research Association(BERA)
Current Education and Children's Services Research
Education Evidence Portal (eep)
Eppi Centre, Institute of Education, University of London
ESCalate : The HigherEducationAcademy : Education Subject Centre advancing learning and teaching in education
Teaching and Learning Research Programme
Teacher Education Advancement Network
Teacher Training Resource Bank (TTRB) (no longer funded)
The Teacher Education Bibliography page:
The on-line resource