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Questions we have been asking
Other considerations
• Notions of professionalism?– Sachs “Activist Profession”
• Notions of scholarship?
• Judgements of professional practice
What do teachers think?
• 2007/8• Nearly 50% of our cohort applied to continue
MA in Geog Ed study in their NQT year.
Our cohort
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Survey of PGCE students at start of course:
Their fears of Masters level work
• Workload … (27%)• Time … (18%)
• Too Challenging … (10%)
• Irrelevant … (8%)
Who have you sought advice from:
• Most likely to be supportive:FriendsFamilyPartnerHE tutor
• Most likely to be unsupportiveSchool colleagues
But evidence from former MA students …
• Majority receive promotion either during or after MA– “better informed”– “ask different questions”– “better able to make decisions”– “go beyond policy”
• Process is as important as content:
Evaluation
“I chose my topic early – I thought the most important dimension was “Place”. As I worked on the fieldwork tasks, I thought I was right but I realised it was more than “the place” – it was about thinking why that place was right I had to think about it more. Then when I started to prepare my assignment I realised that this was still to vague – what was it about the place that made it right for the fieldwork to work? Having such a tight timescale and the poster made me synthesise and collect my thoughts”
Pulling these random thoughts together
• Perception of a theory-practice divide: Masters work =“academic”
• Contribution is in “teacher thinking” rather than “teacher doing”
• Assessment emphasis is not necessarily practice
The CPD landscape• Technical Route:– Standards for QTS, Induction, Threshold,
LfM, NPQH
• Academic Route:– PGCE, MA (MTeach), PhD (EdD)
• Professional Accreditation:– Chartered Geographer (Teacher), GA’s
Quality Marks
• Exam courses/Inset/Local alternatives
Our vision of an MA in Geog Ed graduate
• to develop a personal response to the challenges they encounter in the field of geography education
• will be informed by relevant literature and research from both the disciplines of education and geography
• Be able to undertake an active and influential role in the geography education community
• Will be able to describe and articulate practice. • “The course aims to prepare the Geography Educators of
2020. In other words it takes a view (and asks participants to do likewise) on what kind of contribution geography can make to educating young people in the year 2020. “
Our approach with PGCE M level assignments
• Combination of:– Learning about classrooms/teaching/planning– Presentation/oratory skills– Teaching qualities (ie, responding to questions)– Mastery of the field– Judgement, evaluation and reflection
Questions
• What is the role for practice-based assessment in Masters level work?
• What is an appropriate relationship between academic and practice-based assessment?
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