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Being a teacher educator in HE in FE contexts

Being a teacher educator in HE in FE contexts. Pete Boyd University of Cumbria Simon Allan University of Cumbria Paolo Reale Carlisle College. Becoming a teacher educator: http://escalate.ac.uk/3662. Teacher educators in FE colleges.

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Being a teacher educator in HE in FE contexts

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  1. Being a teacher educator in HE in FE contexts Pete Boyd University of Cumbria Simon Allan University of Cumbria Paolo Reale Carlisle College Becoming a teacher educator: http://escalate.ac.uk/3662

  2. Teacher educators in FE colleges Teacher educators may have maintained sufficient agency to mediate centralised policy on curriculum (Lawy & Tedder, 2009; Maxwell, 2009)‏ The place of teacher educators within their institution is a contested area (Crosland, 2009)‏

  3. Approaches to teaching HE in FE lecturers’ espoused views of teaching are dominated by student-focused approaches (Burkhill, Rodway-Dyer & Stone, 2008)‏ Partnership with a university department might be expected to be dominated by QA issues (Trim, 2001)‏

  4. Teaching higher education in FE college workplace contexts Teaching and learning in higher education is underpinned by scholarship and engagement with research: In FE College contexts however… ‘…the culture of the now’ (Scaife, 2004)‏ may mean that scholarship… ‘…dare not speak its name’ (Young, 2002)‏

  5. Methodology - Workshops working with teacher educators based in FE Colleges. - Survey piloted and distributed to college contacts in FE college TE teams in the north of England. - Interviews with teacher educators focusing on espoused pedagogy; views of practice, scholarship and identity.

  6. Expansive workplace learning environments • Collaborative and mutually supportive working. • An explicit focus on learning at work with opportunities beyond departmental priorities. • External opportunities,time to think differently and support to integrate off the job learning into practice. • Able to participate in more than one working group and opportunities for boundary crossing. • Support for local variation in ways of working. (Adapted from Hodkinson & Hodkinson, 2005)‏

  7. Modelling in teacher education - Using teaching strategies that student teachers may reconstruct and use. - Explicitly reflecting on those strategies and their impact on learning. - Relating those strategies to learning theory. (Swennen, Lunenberg, & Korthagen, 2008)‏

  8. Findings • Student focus is a key value. • Modelling is mainly showing 'good practice'. • Review body (Ofsted) is a powerful driver. • Partner university department mediates review body (Ofsted) influence and supports scholarship. • Institutional management appears to reinforce review body (Ofsted) influences. • Tension in recruiting students to courses that will challenge them and in training student teachers to be critically aware of that tension.

  9. Implications • Need to build closer relationships between institutional management and teacher education teams. • Need for teacher educators to fully engage with their partner university department. • Need to resolve contradictions between student needs and finanacial model. • The accountability agenda within their workplace context appears to constrain and distort the pedagogy and identity of teacher educators.

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