accidental experts: ways of supporting the professional development needs of teacher educators
TRANSCRIPT
Accidental experts: ways of supporting the professional development needs of teacher educators
Dr Rebecca Eliahoo
Focus of workshop European definitions of teacher
educators Rationale Theoretical framework and
methodology Professional development needs
of teacher educators Global perspectives Questions
Definition of Teacher Educators
“All those who actively facilitate the (formal) learning of student teachers and teachers”.
Report of a Peer Learning Activity meeting, Iceland, 21-24 June 2010,The Profession of Teacher Educator in Europe, European Commission
This includes: HE academic staff with responsibility for
Teacher Education, research, subject studies, didactics;
Teaching practice supervisors; Mentors; Induction tutors; Networks of induction supporters; Anyone in charge of teachers’ CPD
Caena, F. (2013) Supporting Teacher Educators for better learning outcomes. Brussels: European Commission
Accidental expertise Most TEDs are qualified teachers; TEDs in post-compulsory system belong to a de
facto Community of Practice, albeit fluid and opaque;
Lack of transparency about the recruitment of TEDs;
No substantive professional standards for TEDs; Lack of widely available and specific
qualifications for teacher educators has inhibited their professional development and status, which seems to be reflected in attitudes towards ITE as a career.
Why might professional standards be needed for TEDs?
Professional Standards exist for all UK teachers and lecturers;
Although TEDs are crucial to quality of ITE, they have no specific Professional Standards ;
Teacher educators are ‘second order’ teachers (Murray and Male, 2005) because they teach about teaching and model practice for their students so that implicit links between theory and practice are made explicit (Swennen and van der Klink, 2009).
TEDs should engage in scholarship and research in order to make teaching a ‘site for inquiry’ (Loughran, 2007, p. 1)
TEDs should develop a comprehensive understanding of the educational system as well as achieving a high level of professional maturity (Smith, 2005, p. 190).
Teacher educators need to be conscious of their own skills, knowledge and expertise in teaching as, Loughran argues, the uncertainties of practice are sometimes masked by ‘the skilful ways in which teacher educators respond to the problematic nature of practice’ (Loughran, 2007, p. 2).
Research found that professional development models must be flexible (Eliahoo 2104)
Government moves away from University-supported ITE begs question of which TEDs will be involved in the future; how recruited, supported and qualified?
Disparity in training routes between schools, FE & HE
In FE, the level of the ITE qualification depends upon the institution delivering it. Qualifications vary between levels 5 and 6 and 7
In schools qualifications are post-graduate and subject specific (Lucas, Nasta, and Rogers 2010).
Rogers argues (2011) that a two-tier system was put in place in FE, whereby those with a degree follow the PGCE pathway and those without follow a Certificate in Education or Diploma in Education and Training at level 5.
HE and FE curricular diversity = generic teacher preparation programmes (except specialist pathways in English, Maths and Teaching Disabled Learners for FE).
Theoretical perspectives
Lave and Wenger’s model of situated learning (1991) involving a process of engaging in a Community of Practice
Second theory followed Fuller & Unwin’s (2004) work using an apprenticeship model to describe teacher training.
Continuum of expansive or restrictive professional development
Theoretical perspectives Eisner’s use (2002) of Greek
concepts episteme and phronesis to explore the conditions for excellent practice - leading to ‘artistry’
Further developed by Korthagen and Kessels (1999) and Loughran (2006)
METHODOLOGY Mixed methodology Ten in-depth interviews with experienced
teacher educators (5 male, 5 female; 5 HEI, 5 FEI)
These became case studies and some often- repeated statements were included in an online survey with a Likert scale
Online survey Focus groups Thematic analysis
Case study quote I started at [college] where I was an ESOL
teacher. They were delivering teacher training programmes and there was a job vacancy and - surprise, surprise - I got it. I had no training, no skill, and no knowledge except my years of teaching which went back to South Africa, Botswana, secondary school system here and then FE so [my experience was] wide-ranging, quite deep. I thought: “I can be a teacher trainer, I’ve taught for so long that I must be able to do it”. But I didn’t have any qualification or piece of paper to say I could train teachers. I thought it was a bit cheeky applying, when I didn’t have any skills or knowledge on paper. Charlotte
The nature of provision which participants believe would have helped address their needs as beginning teacher
educators Categories of support to help meet beginning teacher educators’ needs*
Percentage Number
Mentoring 26% 16Joint observations 18% 11Resources 13% 8Teacher education CPD modules 13% 8Teacher education networks 13% 8Discussions regarding assessment and criteria
11% 7
Policy, regulation and context 8% 5Help with theories of learning 8% 5Shadowing experienced practitioner
8% 5
Induction programme 3% 2Needed no help 9% 6
*Participants could choose more than one category of support
Changes in teacher educators’ needs over time
Changes in needs over time* Percentage NumberSelf-study, reflective practice & CPD
18% 11
Peer mentoring & peer observations
18% 11
Increased confidence 16% 10Time 13% 8Help with new ITE 8% 5Academic needs 6% 4Admin help 6% 4IAG needs 4% 3Networking 4% 3On-going feedback 4% 3Technology 6% 4Dealing w. trainee emotions 1% 1*Participants could choose more than one change in needs
Some examples… Dutch Professional :
http://www.lerarenopleider.nl/velon/about-velon/ US TED standards:
http://www.ate1.org/pubs/uploads/tchredstds0308.pdf Harkin’s model of the knowledge, skills and attributes
of a teacher educator Harkin, J. (2008). Independent Summary Report to QIA of the CETT Professionalising the Workforce case studies: LSIS.
Boyd, P., Harris, K., Murray, J. (2011) Becoming a teacher educator: guidelines for induction, HEA http://www.cumbria.ac.uk/Public/Education/Documents/Research/ESCalateDocuments/GuidelinesForInduction2011.pdf
Dutch Association of TEDs (DATE) Started own project ‘The Professional Quality of Teacher
Educators’ in 2007 which asked TEDs to self-assess against Dutch professional standards (DATE, 2011) and undertake appropriate professional development, after which they were registered as certified TEDs (Koster and Dengerink, 2008; Koster et al., 2008).
Subsequently, Bob Koster, Jurrien Dengerink, Fred Korthagen and Mieke Lunenberg (2008) examined 25 completed portfolios made by TEDs who had taken part in the standards-based procedure of self-assessment and professional development.
They found that TEDs preferred developing their knowledge and skills, rather than changing their attitudes and beliefs. They experimented with new classroom activities; and interacted more with colleagues.
Flemish Association of TEDs (VELOV) In Belgium, VELOV felt that ‘professional standards’ were too
static and didn’t match their desire to support the professional development of TEDs. They adopted a ‘professional profile’ to be used as a process of self-improvement.
Based on US and Dutch professional standards, the professional profile lists characteristics of TEDs, such as: Mastery of teaching skills; Awareness of the choices they and other teachers make and the
rationale for these; Technical repertoire to help them come up with alternative ways of
approaching situations; Broad background knowledge e.g. pedagogy and supervision; Proficiency in oral and written communication; Congruence: the ability to model good practice; Helicopter perspective: the ability to think critically about
education.
University of Nevada, USA Seven TEDs used self-study methodology to
explore their dispositions towards students. Audio-recorded and shared informal
monthly group meetings over 2-year period, focussing on their teaching and students.
Pennington et al highlighted: 1. Importance of positive professional dispositions
in teaching (e.g. desire for social justice); and2. Lack of knowledge about the dispositions of
TEDs themselves. Their analysis was intended as a call to examine teacher educator dispositions (Pennington et al., 2012).
MOFET Institute, Israel The MOFET Institute is a national in-service teacher
education centre in Israel which also prepares new TEDs. Based on her work at MOFET, Kari Smith identified practical suggestions for the development of TEDs through: Higher degrees In-service workshops and seminars Staff development Feedback on teaching Voluntary and formal support Peer tutoring (Smith, 2003, p. 205):
She recommended that TEDs attend international seminars and conferences so that they can present and receive feedback on research; & invest in professional relationships beyond their own institutional and national borders.
Transition is complex and messy: USA Todd Dinkelman drew on his experience as a University
TED to examine professional identity and how it was influenced by external factors and internal self-rationalisation. Combining self-study and case studies, Todd Dinkelman asked: ‘what happens as teachers make the transition from classroom teacher to University-based teacher education?’ (Dinkelman, Margolis and Sikkenga, 2006a p.6; Dinkelman, Margolis and Sikkenga, 2006b).
The most striking examples they identified together were: a. the difference in time for reflection/scholarship in HE vs schools;b. ITE is little valued in institutions whose reputations rest on
research and publications;c. research & practice tensions can be bridged through self-study;d. TEDs need to do ‘real’ teaching, not just ITE, to maintain
credibility.
Becoming TEDs in Canada
In Toronto, Becoming Teacher Educators (BTE) was a 3-year support group for 12 doctoral students who wanted to become TEDs.
Research showed that most new TEDs in Canada were not inducted or supported in any significant way (Kosnick et al., 2011).
Inspired by the work of Jean Murray in schools ITE, 12 doctoral students, who wanted to become TEDs, along with two professors, formed the BTE study group to address the logistics of teacher education & professional identity issues.
Produced a strong community with shared leadership; opportunities to develop knowledge of teacher education; improve research skills and improve practice; share thoughts and questions; explore their fears, and deal with challenges and surprises of teacher education (Kosnick et al 2011, p.360).
The rocky road in Oz Denise Wood and Tracey Borg examined
the transition from teacher to TED in Australia. Self-study analysed their own experiences to propose new strategies for their University to support the transition of new TEDs (2010, p.18).
Also explored conflicts and tensions experienced by 4 new TEDs: ‘the rocky road’, e.g. grappling with changed levels of autonomy, institutional isolation, new technologies and the pressure to enter the research culture (Wood and Borg, 2010, p. 18).
Dancing in the ditches, Australia ‘Quality Teaching Action Learning’ was professional
development project encouraging collaboration between 3 academics and 35 school teachers in Australia in 2003, in order to improve practice (Reynolds, Ferguson-Patrick and McCormack, 2013).
Schools identified areas of need to develop projects to improve the quality of teaching and learning.
The collaboration was designed to get everyone out of their comfort zone and ‘dancing in the ditches’ – an uncomfortable place that often holds unexpected dangers in Australia.
What emerged was TEDs’ transformative role & the differences in perception of this role: Teachers saw the TEDs’ role as a practical/technical, activity
which aimed to get a specific job done to achieve certain goals. The TEDs agreed, but saw themselves in a more mediating role
which centred on being more reflexive than the teachers.
Knowledge base for teacher educators
http://www.lerarenopleider.nl/velon/knowledge-base-for-teacher-educators/
The aim is to offer an informative and inspiring learning environment for teacher educators and to support the further development of the TED profession.
Development group involved over 60 Dutch school and institute based teacher educators, researchers, professors and policy makers involved in teacher education.
They provided lit reviews, examples of good practice, suggestions for reflection and for further reading. Colleagues from Australia, New-Zealand, the UK and the USA have contributed to the embedding of this knowledge base in the international debate on the TED profession.
Questions Group A: How feasible would it be for TEDs to
work collaboratively on devising their own professional standards?
Who might be involved? How could policy and institutional
support for TED scholarship and research be obtained as part of their professional development needs?
In each case, what might the next steps be?
Questions Group B How to obtain institutional and/or employer
support for flexible models of professional development for TEDs?
How feasible is it to require employers of new TEDs to support formal induction and mentoring?
To what extent might there be differences in support for teacher educators within Universities, Colleges, Schools and private providers?
Is there the motivation for English TEDs to take control of their own professional standards, in similar ways to Dutch and North American TEDs?
What might the next steps be?
Questions Group C Higher degrees were seen as worthy of
academic kudos, achievement and professional recognition in general, but should not be made a requirement for teacher educators. What are your views?
To what extent would contextual restrictions, such as lack of time and funding, prevent English TEDs from developing their own professional standards?
Would TED professional standards represent a double-edged sword, in cultures of performativity?
What might the next steps be?
References Caena, F. (2013) Supporting Teacher Educators for better
learning outcomes. Brussels: European Commission Eisner, E. W. (2002) 'From episteme to phronesis to
artistry in the study and improvement of teaching', Teaching and Teacher Education, Vol. 18, pp. 5-385.
Eliahoo, R. (2014) The Accidental Experts: a study of FE teacher educators, their professional development needs and ways of supporting these, UCL/Institute of Education
Fuller, A. and Unwin, L. (2004) 'Expansive Learning Environments: Integrating Personal and Organisational Development', In Routledge (Ed.), Workplace Learning in Context (pp. 126-144). London: Routledge.
Fuller, A. and Unwin, L. (2010) 'Learning as Apprentices in the Contemporary UK Workplace: creating and managing expansive and restrictive participation', Journal of Education and Work Vol. 4, pp. 407-426.
References Hodkinson, P., Biesta, G. and James, D. (2008) 'Understanding
Learning Culturally: Overcoming the dualism between social and individual views of learning', Vocations and Learning, Vol. 1, pp. 27-47.
Korthagen, F. and Kessels, J. (1999) 'Linking Theory and Practice: Changing the pedagogy of Teacher Education', Educational Researcher, Vol. 28 No. 4, pp. 4-17.
Lave, J. and Wenger, E. (1991) Situated Learning – Legitimate Peripheral Participation: Cambridge University Press.
Loughran, J. (2006) Developing a Pedagogy of Teacher Education: Understanding teaching and learning about teaching, London: Routledge.
References Loughran, J. (2007). 'Enacting a pedagogy of teacher
education'. In T. Russell and J. Loughran (Eds), Enacting a Pedagogy of Teacher Education (pp. 1-15). Abingdon: Routledge.
Murray, J. and Male, T. (2005). 'Becoming a teacher educator: evidence from the field'. Teaching and Teacher Education, 21, 5-142.
Smith, K. (2005). 'Teacher educators expertise: what do novice teachers and teacher educators say?'. Teaching and Teacher Education, 21 (2), 177-192.
Swennen, A. and van der Klink, M. (2009). 'Introduction and Overview'. In A. Swennen and M. van der Klink (Eds), Becoming a Teacher Educator (pp. 1-7): Springer.