dr elizabeth white & dr claire dickerson school of education, university of hertfordshire ipda...
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Dr Elizabeth White & Dr Claire Dickerson
School of Education, University of Hertfordshire
IPDA Annual Conference, Birmingham29 Nov 2014
Exploring perspectives of those involved in school-based
teacher education
Funded by SSAHRI, University of Hertfordshire
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Teacher Educators
Institute-based teacher educator
(IBTE)
Institute-based teacher educator
(IBTE)
School-based teacher educator
(SBTE)
School-based teacher educator
(SBTE)
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Who are School Based Teacher Educators?
• Shift to schools-led ITT
• Experienced teachers taking on more responsibility
• School Direct Programme
• Primary and Secondary
• Leading groups and one to one sessions
• Developing subject and professional knowledge
• Mentoring, coaching and tutoring
• Working within school and working across schools
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Research Approach
• Interpretive perspective
• Listening to meanings and purposes of participants
• Conversational Partners
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Methods
Part 1•Questionnaire (8 responses out of 13 SBTEs)•Focus Group (4 out of 8 students)
Part 2•Semi-structured interviews
(2 out of 5 SBTEs; and 2 out of 2 IBTEs)
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Areas of questioning
• Multiple roles held by teacher educators in their workplace• Role as a teacher tutor (or supporting a teacher tutor)• Professional development/support needed as SBTE• Benefit of role as SBTE• Conflicts of interest/complementarity of roles held• Sense of professional identity as a teacher educator• Views on preparing teachers
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Findings: SBTEs’ perspective – what is your role?
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the wider community like the Governors have been quite
receptive to what’s going on
Not sure [SBTE] gets recognition
… school definitely appreciated the role
and gave SBTE time to do it
They [NQTs and students] see you as
a ‘trainer’
Findings: How do others view them?
SBTE ASBTE B
IBTE D IBTE C
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The profile of the school has been raised – looked at as a more supportive school, a school that is embracing
change and the new curriculum
I get all the new ideas hot off the press
Developing my subject knowledge and preparing for the 2014 curriculum
The students in my school – because they are learning using means that I’ve not used in the
past
Findings: SBTEs’ perspective – who benefits?
SBTE A
SBTE BSBTE B
SBTE B
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They can learn bad practice. Bad practice is modelled and is
learnt, and not just bad practice but poor attitudes can
be learnt
[The student teachers] don’t get the academic
underpinning and the rationale [in school]
You’ve got to have someone able and willing and up-to-
date to deliver it and anyone in school is so busy
Planning has had to take place in my own
time
Findings: What are the challenges?
IBTE D
IBTE DIBTE C
SBTE B
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Focus on the learning needs of student teachers
Focus on the learning needs of student teachers
What are the implications? Next steps for the development of school-based initial teacher
education
Partnership/ community
development
Partnership/ community
development
Quality assurance across the
programme
Quality assurance across the
programme
Recognition of the roles of teacher educators
Recognition of the roles of teacher educators
SustainabilitySustainability
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Teacher Educators
Institute-based
teacher educator
(IBTE)
Institute-based
teacher educator
(IBTE)
School-based
teacher educator
(SBTE)
School-based
teacher educator
(SBTE)
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School-based Teacher TrainingA handbook for tutors and mentorsEdited by E White and J Jarvis. Sage 2012
Developing outstanding practice in school-based teacher education. A critical guide for teacher educators.Edited by Kim Jones and Liz WhiteCritical Publishing 2014
BooksBooks
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References
JACKSON, A. 2011. How do school-based mentors support student teachers' learning in school? An investigative survey into the perceptions of teacher educators in England. TEAN: University of Cumbria.MURRAY, J. & MALE, T. (2005) Becoming a teacher educator: evidence from the field. Teaching and Teacher Education 21, 125-142.REYNOLDS, R., FERGUSON-PATRICK, K. & MCCORMACK, A. 2013. Dancing in the ditches: reflecting on the capacity of a university/school partnership to clarify the role of a teacher educator. European Journal of Teacher Education, 36, 307-319.RUBIN, H. & RUBIN, I. (2005) Qualitative Interviewing, The Art of Hearing Data, London, Sage.SWENNEN, A., JONES, K. & VOLMAN, M. (2010) Teacher educators: their identities, sub-identities and implications for professional development. Professional Development in Education, 36, 131-148WHITE, E. (2014) "Being a Teacher and a Teacher Educator - Developing a New Identity?". Professional Development in Education 40 (3) 436-49WESTRUP, R. & JACKSON, A. 2009. The Professional Development Needs of Teacher Educators in Higher Education Institutions (HEIs) and School-based Mentors in Schools. ESCalate: University of Cumbria