Transcript Bob Burstow - School-led research development

THE POLICY
LANDSCAPE
Bob Burstow
King’s College, London
Policy is Good
• The “Researcher Teacher” as a criterion of the Big Six for
Teaching Schools
• ResearchEd13 in September and subsequent versions
• How much is one related to the other?
• How long will the energy and drive of the second last –
and how can we ensure it outlasts a change in policy?
• How can we avoid the mistakes of the past?
• What were the mistakes of the past?
The Profession: Craft balance
Profession
Craft
The Profession: Craft balance
Profession
Craft
The Profession: Craft balance
Profession
Craft
The Profession: Craft balance
Profession
Craft
The Profession: Craft balance
Profession
Craft
The Profession: Craft balance
Profession
Craft
The Profession: Craft balance
Profession
Craft
Who ‘Owns’ Education?
“English education policy has come full-circle
– In the nineteenth century, the English state hesitantly
and slowly moved from a patchwork education system
of many providers to a national system locally provided.
- In the twenty-first century, the English state is moving
back towards a patchwork of many providers with
enhanced institutional autonomies and marginalising the
role of local delivery and coordination”
Stephen J. Ball (2012): The reluctant state and the beginning of the end
of state education, Journal of Educational Administration and History, 44:2,
89-103
From partnerships to apprenticeships
Cognitive apprenticeships
(Brown, Collins and Duguis 1989)
Traditional apprenticeships
Learning through participation in
practice in combination with
mentoring or coaching to address
day-to-day problems arising from
practice.
Additionally include pedagogic
interventions such as
engaging with theories of
learning and expert
knowledge, critical reflection,
enquiry and investigation.
These help trainee teachers to
understand the ‘why’ as well
as the ‘how’ of practice and
make the thinking behind
practice visible. (Collins, Brown
and Holum 1991)
The last time(s) we tried this…
• Lawrence Stenhouse defines the role of teachers in research
between 1978 & 1982 (HCP & CARE)
• Bridget Somekh and the Action Research movement
• David Hargreaves 1996.
“Teaching as a Research Based Profession: possibilities and
prospects.”
TTA Annual Lecture.
What happened?
• Politics
• Funding
• Poor control
What has changed?
•Technology
•Communication speed
•Our understanding…
What the evidence says
• Sahlberg 2012 balance between learning through doing and learning
through other means
• Higher levels of academic engagement linked to higher pupil test scores,
better prepared and more effective teachers. (Darling Hammond 1998)
• Balanced relationship between theory and practice, using and
undertaking research on learning and teaching lead to more effective
teachers (Schleicher 2011:20)
• Teaching experience shouldn’t take over completely on the theoretical
part of education fundamental to obtaining high quality teachers. (Musset
2010:46)
• OfSTED report (2010) that found ‘there was more outstanding teacher
education delivered by higher education-led partnerships than by schoolcentered initial ITE partnerships and employment based routes.’
BERA report: Research and the Teaching Profession:
Building the Capacity for a Self Improving System
Key findings abut effective teaching and professional learning
• A common set of practices and approaches to teaching and professional
learning are a key feature of top performing and most improving school
systems
• Key features of effective teaching include strong focus on subject
knowledge and pedagogic content knowledge and the capacity to
diagnose problems quickly and accurately and draw from a wide range of
instructional techniques to identify the best solution
• Key features of professional learning include collaborative enquiry, peer
review and observation, using data from a range of sources, engaging in
disciplined innovation to test new ideas and evaluate the impact on
teaching and learning.
Social,
Political
and
Cultural
Awareness
Capacity to
Challenge
and Enquire
Philosophical
Thinking
What does it
mean to be
‘Research
Literate’ ?
Ability to
Generate
and
Analyse
data
Ethical
Practice
Writing
And
Presenting
Skills
Social, Political and Cultural Awareness
eg
eg
4
What Next?
Circle
or
Cycle
What Next?
Evolution
or
Fragmentation
What Next?
Leap forwards
or
“Sideways” Step
Working within schools
• So “schools felt more of a stake in the process of school
improvement” and “collaborating schools contributed to a
wide range of improvements”
• But “materials from external sources can play an
extremely significant role”(Ainscow 2012)
Burstow, B. & Maguire, M. 2013.
Disentangling What it Means to be a Teacher in the Twenty-first Century:
Policy and Practice in Teachers’ Continuous Professional Learning.
In: Mcnamara, O. (Ed.) Teacher Learning in the Workplace: widening perspectives on
practice and policy. London: Springer.
THE CHALLENGE
IS FOR US ALL