teacher enquiry as a vehicle for professional development - ros mclellan
DESCRIPTION
This presentation formed part of the HEA-funded workshop 'Research methods for teacher education'. This event brought together academic experts in educational research methods with school leaders, to debate, share and determine how student teachers and teachers on part-time Masters-level programmes can best be taught to use research methods to better understand and ultimately, improve the quality of their teaching and improve educational outcomes for pupils and schools. This presentation forms part of a blog post which can be accessed via: http://bit.ly/1m8vkEW For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mhTRANSCRIPT
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Teacher Enquiry as a vehicle for
professional development:
Lessons from the SUPER Partnership
Teacher Enquiry as a vehicle for
professional development:
Lessons from the SUPER Partnership
Ros McLellan [email protected]
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Overview
• Will be talking about CPDL not ITE
• Enquiry work in school and linked formal
accreditation – particularly MEd
• Methodological approaches
• Integrating practical teaching to academic work
• Collaboration
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Who are we? 12 Schools + Faculty
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The ‘Why’
The 'Schools-University Partnership for Educational
Research’ (founded 1998) aims:
• to create useful educational research within a schools-
university partnership;
• to document and explore partnership between schools
and the university.
Key Questions include:
• What kinds of research knowledge do schools and teachers value and
find useful, in what ways and why?
• How can research with teachers be facilitated from within and without
schools?
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Professional Learning for Whole School
Development
Need for an external ‘expert’ Cordingley et al, (2007) / enquiry-oriented
learning and leadership BERA / RSA Inquiry (2013)
• Specialists built the CPD processes on what teachers knew and could do
already, with an emphasis on individual learning.
• In most cases, the CPD lasted longer than two terms, and the specialist
contact with teachers (both scheduled and ‘on call’ sessions) took place over
10 days or more.
• Specialists encouraged and guided the teachers in supporting each other.
• Specialists introduced the theoretical and practical knowledge base.
• Ongoing specialist support included modeling, workshops, observation and
feedback, coaching, and planned and informal meetings for discussion.
http://www.eppi.ioe.ac.uk/cms/Default.aspx?tabid=2275
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The ‘What’: Research - inquiry groups & support
• An inquiry group of Teacher Research Co-ordinators (TRCs) and faculty
• meet around 6 times a year to discuss, share and plan research
• Critical friendship for all schools from faculty team members
• Partnership Steering Group: strategic planning, review and development
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Research Projects: within schools
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Research Project across schools: Pupil Engagement
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Research Project across Schools: Embedding /
enhancing a research culture
What are the opportunities?
What are the barriers?
What are the constraints?
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Research Project across schools: Third Space
School Faculty
Bhabha: Third space
Bourdieu: Habitus,
capital & field
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Structures: Annual Conference in June
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Structures: Faculty seminars & events
• Hosting seminars
& guest speakers
at the Faculty of
Education
• Publicise faculty
events of interest
to teachers
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Structures: Masters in Education
• 2 years part-time
• Faculty-based
lectures /
workshops
• 2 X 6,500 word
essays
• School-based
research project
(Thesis)
• Individual & group
supervision
• Membership of a
Cambridge college
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Follow us on Twitter / Blog
http://schooluniversitypartn
ership.wordpress.com/
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Faculty Website:
http://www.educ.cam.ac.uk/research/projects/super/