Transcript Welcome to the Sussex School of Education

Teacher educators :
transition into higher education
and developing research
identities
Prof Vivienne Griffiths and Liz Hryniewicz
Canterbury Christ Church University
Dr Simon Thompson, University of Sussex
UCET Annual Conference
November 11-12th 2010
Research focus
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Focus on practitioners (teacher educators)
developing research identities
Explores mentoring and support
Highlights barriers to research
Identifies key factors with wider application
e.g. entitlement to research time,
induction, buddying and an active
research culture
Previous research
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Dual transition of teacher educators from
school to university (Murray 2008)
Poor induction into academia (Harrison &
McKeon 2008)
Lower status of teacher educators
(Maguire 2000)
Importance of internal support and
collaborative learning (Dinkelman et al
2006, McGee & Lawrence 2009)
Methodology
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Case study approach (Cohen et al 2007)
In-depth interviews with 12 teacher
educators and research mentors (9 f, 3 m)
Explored biographies, experiences of
transition, support and barriers to research
Beginning researchers as interviewers
(Stenhouse 1975)
Situated learning framework (Lave &
Wenger 1991, Eraut 2004)
Context
Pre 1992 University
 Research intensive
 66% education faculty
entered into RAE
 Small teacher
education provision
(250 students)
 Highly developed
research culture
Post 1992 University
 Former teacher
training college
 6% education faculty
entered into RAE
 Large teacher
education provision
(2500 students)
 Developing research
culture
Strengths & skills of
practitioners
Up to date knowledge of field
 Access/ sensitivity to context
 Valued dual perspective of insider and outsider
“(They have) a much better understanding than
people who've just been through a research
career of what the evidence means, the
classroom observation... People with teacher
education expertise...have a greater depth of
understanding about interpretations ”
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Research Mentor
(Pre 1992 University)
Challenges
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Possible lack of understanding of
practitioners’ work:
“I feel that there are some people who don't
understand...the nature and role of the work (of
teacher education). Different roles of work
involved in terms of demands and what can be
expected”
Research Mentor (Pre 1992 University)
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Perceived status of practitioner research
Lack of
support
Dual
Transition
Low
confidence
Barriers
Time: “the
massive
issue”
“Luxury of
Research”
Student
Support
Lack of time
“If you get involved with trainees, the main
part of the job, things come up and that’s
not accounted for in your workload
calculations. And some of the problems
that trainees have take a lot of time to
unravel so there’s precious little time in the
week anyway ”
Teacher Educator
(Pre 1992 University)
Need for support
Formal:
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research training –
“a kind of induction
into that world … an
introduction to
research”
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role of supervisor
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research mentor
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research seminars
Informal:
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peer support
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role models
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collaborative
research activities –
similar to this piece
of research
Working with
experienced researchers
“Working with L on the conference paper
was brilliant...I suppose she was modelling
and team working and that enabled me to
do it myself. Someone who’s really
inexperienced working with an
experienced person, I probably learnt
more than anything else. ”
Teacher Educator
(Pre 1992 University)
Building Research
Identities
P
R
A
C
T
Landmarks:
Higher degree,
conference papers,
publications
Landmarks:
State of dependency
to greater autonomy
I
T
I
O
N
E
R
Hurdle:
Self perception
as academic
Landmarks:
Inherent satisfaction
and reward
R
E
S
E
A
R
C
H
E
R
Changing identities
“For me, it’s actually to see myself as a
researcher, as an academic, cos I still see
myself so much as a teacher. And you’ve
got to get over that hurdle, and if you get
over that hurdle it might get easier to say,
‘I can’t go to that meeting’ or ‘I can’t see
that student ”
Teacher Educator
(Post 1992 University)
“Being able to step outside yourselves and your
subject and researching to challenge what you
do, rather than to validate what they do and
think...Research is the bit that pulls the rug from
under them. I know it did for me, changed my
thinking totally. It opens doors...It’s about
empowering...Once you become research active
you have valid grounds to challenge.”
Research Mentor
(Post 1992 University)
Conclusions
Study indicated importance of:
 collaborative research, learning alongside
experienced researchers
 mentors modelling research practice
 strong institutional support for research as
well as valuing of teacher education
 active research culture
 acknowledging complexity of transitions
Recommendations
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Structured induction
Raise aspirations
Balance teaching and research
Dedicated research time with
accountability
Set expectations, with targeted support
‘Buddying’, mentoring and collaboration
Stenhouse model: co-research and coteach
Thank you very much for listening
[email protected]
[email protected]
[email protected]
Griffiths, V., Thompson, S. & Hyrniewicz, L. (2010) Developing a
research profile: mentoring and support for teacher educators.
Professional Development in Education 36(1-2):245-262.
References
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Cohen, L., Manion, L. & Morrison, K. (2007) Research methods in education,
6th edn. London: RoutledgeFalmer.
Dinkelman, T., Margolis, J. & Sikkenga, K. (2006) From teacher to teacher
educator: reframing knowledge in practice, Studying Teacher Education, 2(2),
119–136.
Eraut, M. (2004) Informal learning in the workplace, Studies in Continuing
Education, 26(2), 247–274.
Harrison, J. & McKeon, F. (2008) The formal and situated learning of beginning
teacher educators in England, European Journal of Teacher Education, 31(2),
151–168.
Lave, J. & Wenger, E. (1991) Situated learning: legitimate peripheral
participation . Cambridge: Cambridge University Press.
Maguire, M.(2000) Inside/outside the ivory tower: teacher education in the
English academy. Teaching in Higher Education 5(2):149-165.
McGee, A. & Lawrence, A. (2009) Teacher educators inquiring into their own
practice, Professional Development in Education, 35(1), 139–157.
Murray, J. (2008) Teacher educators’ induction into higher education: workbased learning in the micro communities of teacher education, European
Journal of Teacher Education, 31(2), 117-133.
Discussion
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Do the issues raised from this research
resonate with your own experience?
What are the key challenges for pre and post
1992 universities and are they different?
What positive strategies to address these
issues are taking place in your own
institutions?
What else can we do as individuals and
groups, institutionally and nationally?