Changing sites, changing practice

ashley casey University of Bedfordshire

Tim FletcherMemorial University of Newfoundland

Saturday, 14 April 12

.periences of the transitionfrom teacher to teacher educator

However...

We want to startwith a question?

In what capacity would you employ this man?

(Michael Jordan)

Remember your answer...

we’ll get back to it at the end...

In a recent themed edition of...

Past, present, and future of doctoral programs in physical education in the United States were considered…

- van der mars (2011)

Houston we’ve had a problem”

as a metaphor forD-PETE provision

d-Pete

apollo 13

refocus its priorities

NASA suggested

got everyone home by adopting

“Do or Die”

“ - van der mars (2011, p. 189)

[DPETE must] use our 2pertise and creativity to make unprecedented adjustments and decisions about Doctoral-PETE’s 5ture”

“ - van der mars (2011, p. 189)

using the same metaphor

We suggest that while many important

decisions were made (and will be made)

from th6e in mission control (i.e.

2perienced PETE Faculty)

others were made by the apollo crew...

yet...

We have not heard from th6e ‘who flew the shuttle’ (which in this metaphor is D-PETE students and

junior faculty)

Becoming a teacher educator

Self-studyMethodologies

learning about teaching teachers

a) From high schoollearning about teaching teachers

a) From high school b) from d-petelearning about teaching teachers

a) From high school b) from d-pete

conclusions

2plore our 2periences as a) high school physical education teachers b) D-PETE students and c) Junior faculty to consider how we developed...

The purpose of this presentation is to...

our pedagogies of teacher education

“ - ward, parker,Sinclair & Sutherland, 2011

many researchers prepared through D-PETE go on to assume the roles of teacher educators”

the preparation of PETE researchers rather than of the teacher educators that many go on to become?

are we engaged in

So does D-PETE recruitment occur at the detriment of teacher educations 5ture?

“especially when...

- Ward, PArker et al. 2011

many [D-PETE faulty] reported that the requirement of teaching 2perience was o8en waived and easily su9tituted for non school-based 2periences such as coaching”

“especially when...

- Ward, PArker et al. 2011

when considering that pre-service teachers are as much influenced by who taught them as they are by the content of the teacher education curriculum”

“ - Murray & Kosnick, 2011

especially...

reported on the desirability but not the necessity of prior teaching 2perience in PETE ”

“ - Ward, PArker et al. 2011; Woods, Goc KArp, & Judd, 2011

several papers in the themed edition

many faculty see the ability to draw on prior teaching 2perience as an alm6t essential attribute of aspiring teacher educators.”

“ - boyd, Harris, & Murray, 2007

this is in stark contrast to general education

by 2ploring general education it is evident that many individuals who are now teacher educators were once classroom teachers”

“ - Murray & Male, 2005; Williams & Ritter, 2010

indeed...

there has been little research on becoming a PETE faculty member

however, to date

with one exception...

Williamson (1993) undertook a study with five female beginning Pete

“ - williamson, 1993, p. 199

what and how [they] learned about becoming assistant professors...was more through a process of chance than design”

“ - williamson, 1993, p. 199

incidental and occasional learning is characteristic for beginning teacher educators.”

“- van valzen et al, 2010, p. 71

this notion is supported generally where...

We aim to 2tend Williamson’s (1993) study by exploring our experiences

firstly we acknowledge our p6ition asresearchers who are personally interested and invested in the self study of our own practices

Self-study is a field that opens up the compl2 world of teaching and learning about teaching in ways that can only be done by th6e who are participants in the work of teacher education”

“- Loughran, 2008, p. 1179

;e growth of self-study is such that is is now recognised as one of the largest AERA SIGS

“- Zeichner, 1999

(AERA vice-presidential address)

more than ten years ago...

contrary to the frequent images of the writings of teacher educators in the wider education research community as shallow, under-theor<ed, self-promotional, and inconsequential, much of this work has provided a deep and critical look at practices and structures in teacher education”

“- Zeichner, 1999

(AERA vice-presidential address)

more than ten years ago...

Self-study methodologies help teacher educators...to develop deeper awareness of how to construct strong pedagogical practice in the 5ture”

“- Samaras & Freese, 2006

Self-study should not only document what worked well but also, and more importantly, what was problematic, un2pected, and caused a shi8 in thinking and practice”

“- LaBoskey, 2004

“- laboskey, 2004

Laboskey’s characteristics of self-study

a) self-initiated and focusedb) improvement aimedc) interaction in terms of its process and potential productsd) the use of multiple, primarily qualitative methodse) providing 2emplar-based validation

“- laboskey, 2004

a) self-initiated and focusedb) improvement aimedc) interaction in terms of its process and potential productsd) the use of multiple, primarily qualitative methodse) providing 2emplar-based validation

“- laboskey, 2004

a) self-initiated and focusedb) improvement aimedc) interactive in terms of its process and potential productsd) the use of multiple, primarily qualitative methodse) providing 2emplar-based validation

“- laboskey, 2004

a) self-initiated and focusedb) improvement aimedc) interaction in terms of its process and potential productsd) uses multiple, primarily qualitative methodse) providing 2emplar-based validation

“- laboskey, 2004

a) self-initiated and focusedb) improvement aimedc) interaction in terms of its process and potential productsd) the use of multiple, primarily qualitative methodse) provides 2emplar-based validation

“- laboskey, 2004

“- mooney, 1957, p. 154

any piece of research is accompanied by an inner and an outer drama where the researcher wrestles with his or her intimate 2periences and in the traditions of science, tries to silence them.”

“- mooney, 1957, p. 154

in contrast to this traditional approachwe acknowledge that research is personal

context...

Both former PE teachersAsh = 15yrs =m = 5yrsBoth former D-PETE studentsAsh = P/T =m = F/TBoth junior facultyAsh = <3 yrs =m = ,1 yr

Both former PE teachersAsh = 15yrs =m = 5yrsBoth former D-PETE studentsAsh = P/T =m = F/TBoth junior facultyAsh = <3 yrs =m = <1 yr

I had more high school experience but no PETE experience

=m had less high school 2perience but his pete 2perience was more significant

data gathering

two substantial reflective accounts

250,000 words

>900 entries

daily reflections written since september 2009

>80 post-teaching reflections written since September 2008

“- kelly, 2005, p. 112, our emphasis

these served as artifacts

re-establishing [of] contact with place must therefore be part of the self-study project. ;e means for doing this are to be found in such t2tual artefacts as church bells, personal memories, and m6t importantly in !"# $%!#r&!'r# (f )$&*#”

“- kelly, 2005, p. 112, our emphasis

these served as artifacts

L%!#r&!'r# (f )$&*# %+ !,! wr%!!#- &+ *$.# !( !"# %//#0%&*1 (f !"# /(/#-! &+ ).+%b$#. 2# wr%!#r %+ +'3#q'#-!$1 &b$# !( )&r!%&$$1 r#*&$$ !"# %-!%/&*1 (f !"#+# /(/#-!+ &-0 r#4#*!, &5&%-, (- !"# &*!%(-+ !"#1 !((6.

valid or trustworthy self-study?

1. clear and detailed descriptions of data gathering2. clear descriptions of how we constructed representations of our data3. multiple ways of representing the same self-study4. evidence of the value of the changes to our ways of being teacher educators.

“- feldman, 2003, pp. 27-28

endeavoured to engage with four criteria

“- feldman, 2003, pp. 27-28

data analysis

grounded theory

draw out and then > a concept”“

a) From high schoollearning about teaching teachers

our high school experiencesprovided some important ideas

yet fundamentally this still leftus frustrated and challenged

- Ash’s reflective diary

19th July 2010

I need to take more responsibility for my teaching.

- Ash’s reflective diary

19th July 2010

I assumed I could simply transfer my practise from one setting to another

in hindsight the challenges of transitionshould have been more obvious

I had assumed - as had my employers - that my 2perience and PhD were enough to allow me to 2cel in PETE.

yet I still had to consider, or understand,what my pedagogy of teacher eduction was

when I was teaching in schools, there was a real emphasis on quick transitions between activities, having students being physical active for as much of the class as p6sible, and generally keeping the class busy.

first couple of lessons in his primary PE pre-service program

Tim recalled that...

“Placek, 1983

he surmised that...

busy, happy and good”

“Placek, 1983

he surmised that...

...today we sat and we talked for a long time. ..I am aware of classes in school being active places/situations, however, to convey this, maybe I don’t need to model this all the time.

first couple of lessons in his primary PE pre-service program

because

I need to unlearn my teaching pedagogy and try and understand how the new environment works.

Ash’s reflective diary

14th december 2009

to unlearn my school teaching pedagogyI had to manage the emerging, dominant and

residual processes of my teaching

I had to unlearn my 2pectation that a teacher educator modelled best practice and had to learn instead how to be an “asker of questions”

challenge the way in which physical education was taught at university...yet there’s a considerable distance between what I would like to be and what I currently deliver.

Ash’s reflective diary

26th january 2010

in a similar process of unlearningtim was at times as frustrated as he had been

in his first year of high school teaching

like many beginning teachers his first concern was if his students liked him rather than whether and to what extent they were learning about teaching PE.

...far too reliant on what his students thought of him as an indicator of good PETE teaching...

...which in turn may have limited how he helped his students to challenge their assumptions about teaching PE.

alternative analysis

it could be suggested that as a high school teacher tim was uncritical of his teaching

and only by considering the “literature of place” has he come to reconsider his practices and form

the opinion that his previous pedagogy was flawed

also although I made a number of references to the need to change

I chose not to

“silverman, 2003

while the 2perienced teacher might see and do things differently or more intuitively than someone with little or no 2perience, these responses are inherently cont2t specific.”

“silverman, 2003

therefore perhaps the cont2t was just unfamiliarand i continued to make judgements as a teacher

rather than seeking answers as a teacher educator.

a) From high school b) from d-petelearning about teaching teachers

two contrasting approaches...

one in PETE5ll time

one supported by PETEpart-time

unsurprisingly...

two stories...

I undertook a PhD in curriculum studies and teacher development but apart from my thesis study,had little focus on physical education.

Tim suggested that...

I was le8 to my own devices to learn about the ways that

Teacher education theory and practice applied to PETE contexts.

in contrast...

I had no background in teacher education from perspectives

related to either PETE or education generally.

My PhD program was never designed to prepare me for a career in higher education, as it was undertaken for the sole purp6e of helping me in my ongoing aim of being a better high school physical educator.

ash’s reflective diary

11th september 2009

moments of doubt strike me with regards to my complete lack of 2perience in this area [of teacher education].

11th september 2009

[I am confident] in terms of my approach as a supervisor, my knowledge of action research and physical education, and my ability to help these students develop and learn.

11th september 2009

an apparent “disconnect” between research and practice was a feature of my transition;

with one not necessarily informing the other.

4th october 2009

what the m6t important part the job really is?

4th october 2009

site expectations

in many respects I was le8 to learn how to be A teacher of teachers

Tim was involved with

BTEBecoming a Teacher Educator

Tim was involved with

voluntary, non scholarly groupthat stood apart from formal learning

helped me to understand what might be required to be

a new teacher educator

Not only does [BTE] offer a way to stay connected socially with other students interested in teacher education … but it also gives me a place where I can report back about my own successes and challenges that I 2perience in my role as a beginning teacher educator.

tim’s reflections

6th july 2010

I felt that my 2periences with BTE helped me really come to think of myself as a teacher educator, and with the communities that I am engaging with (such as S-STEP and PE SIGs at AERA and CSSE)

tim’s reflections

12th january 2012

alternatively...

I felt that through my PhD I had learned how to be an academic and an innovator

but not about PETE or what my PETE pedagogy might look like or be

alternative analysis

given the significance of BTE it is important to question how much of my “pedagogical reinterpretation”

has been shaped by this group

have the groups’ interpretations

become mine?

We may then consider whether the “silences” from my doctoral program would have been as strong if my thesis

hadn’t 2plored pedagogical and curricular change but had instead been investigating, for example, teaching pre-service teachers about using models-based practice in

physical education?

We may then consider whether the “silences” from my doctoral program would have been as strong if my thesis

hadn’t 2plored pedagogical and curricular change but had instead been investigating, for example, teaching pre-service teachers about using models-based practice in

physical education?

a) From high school b) from d-pete

conclusions

Knowing teaching and schooling from the perspective of a researcher is 5ndamentally different than 2periencing teaching and schooling from the inside. If the trend is to admit students without teaching 2periences should it be provided once a student is admitted to a doctoral program?”

“ - ward, parker et al, 2011, p.150

however...

while teaching 2perience is seen as important...

2perience teaching teachers is not...

so we are left with a conundrum...

we question what experience is important

Chicago employed him twice

Michael “Air” Jordan

was there an assumption

that he could transfer his skill set

does pete make assumptions?

that similar transition is easy to make?

What skill set do we value?

so we are faced

Houston

Houston we’ve had a problem”

“Do or Die”

“Strike Out!”

;ank You

ReferencesBoyd, P., Harris, K., & Murray, J. (2007). Becoming a teacher educator: guidelines for the induction of newly appointed lecturers in initial teacher education. Bristol: Higher Education Academy.

Feldman, A. (2003). Validity and quality in self-study. Educational Researcher, 32(3): 26-28.

Graham, R. J. (1989). Autobiography and education. Journal of Educational Thought, 23(2): 92-105.

Kelly, T. (2005). Truth and fiction: seeing our rural selves. In. C. Mitchell, S. Weber, & O’Reilly-Scanlon (eds.) Just who do we think we are?: Methodologies for autobiography and self-study in teaching. (pp. 111-120). London: RoutledgeFalmer.

Kemmis, S. & Grootenboer, P. (2008). Situating praxis in practice: Practice architectures and the cultural, social and material conditions for practice. In S. Kemmis, & T. Smith (eds.) Enabling praxis: Challenges for education (pp. 37-62). Rotterdam: Sense.

Murray, J. & Kosnik, C. (2011). Academic work and identities in teacher education. Journal of Education for Teaching, 37(3): 243-246.

Murray, J. & Male, T. (2005). Becoming a teacher educator: Evidence from the field. Teaching & Teacher Education, 21(2): 125-142.

LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. Loughran, M.L. Hamilton, V. LaBoskey, & T. Russell (eds.), International handbook of self-study of teaching and teacher education practices (pp. 817-869). Dordrecht: Kluwer.

Loughran, J. J. (2008). Toward a better understanding of teaching and learning about teaching. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre & K. E. Demers (Eds.). Handbook of research on teacher education. 3rd ed. (pp. 1177-1182) New York: Routledge.

Mooney, R.L. (1957). The researcher himself. In Research for curriculum improvement, Association for Supervision and Curriculum Development, 1957 yearbook (pp. 154-186). Washington, DC: Association for Supervision and Curriculum Development.

Placek, J. (1983). Conceptions of success in teaching: Busy, happy, and good? In T. J. Templin & J. Olson (Eds.). Teaching in physical education. (pp. 45-56). Champaign, IL: Human Kinetics.

Samaras, A. P. & Freese, A. R. (2006). Self-study of teaching practices primer. New York: Peter Lang.

Silverman, S. (2003). The role of teaching in the preparation of future faculty. Quest, 55(1): 72-81.

van der Mars, H. (2011). Reflecting on the state of U.S. Doctoral PETE programs… “Houston, we’ve had a problem.” Journal of Teaching in Physical Education, 30(2): 189-208.

Ward, P., Parker, M., Sutherland, S. & Sinclair, C. (2011). A critical examination of the curriculum of physical education teacher education doctoral programs. Journal of Teaching in Physical Education, 30(4): 145-156.

van Velzen, C., van der Klink, M., Swennen, A., & Yaffe, E. (2010). The induction and needs of beginning teacher educators, Professional Development in Education, 36(1-2): 61-75.

Williams, J. & Ritter, J. K. (2010). Constructing new professional identities through self-study: From teacher to teacher educator. Professional Development in Education, 36(1): 77-92.

Williamson, K. M. (1993). A qualitative study on the socialization of beginning physical education teacher educators. Research Quarterly for Exercise & Sport, 64(2): 188-201.

Woods, M. L., Goc Karp, G., & Judd, M. (2011). Search chair and physical education teacher perceptions about filling PETE positions. Journal of Teaching in Physical Education, 30(4): 129-144.

Zeichner, K. M. (1999). The new scholarship in teacher education. Educational Researcher, 28(9): 4-15

ImagesSlide Number4, 5, 35, 164 – Michael Jordan from warezone.com10 – JTPE image from Human kinetics 13, 173 – Apollo capsule image from universetoday.com16, 17 – Apollo from space image from nasa18, 19, 20, 174 – ground control 1 image from starling-fitness.com23, 24, 25 – ground control 2 image from en.wikipedia.org26, 27 – moon free image from computer99, 100 – School by Jibby! on Flickr166, 172 – basketball Jordan from shareyourwallpaper.com167, 175 – Baseball Jordan from framework.latimes.com

Changing sites, changing practice

Education

Changing Times: Changing Traditional Processing Practice

A best practice approach to meeting changing needs and ... · PDF fileA best practice approach to meeting changing ... A best practice approach to meeting changing needs and delivering

Changing Minds MagidYanSiegelTenenbaumSchulz in presscbmm.mit.edu › sites › default › files › publications › Changing Minds... · CHANGING MINDS 2 Research Highlights •

WrapCT Presents: Changing Agency Culture - Best Practice

Changing Scenario of Regional Anaesthesia Practice in

Changing Classroom Practice Formative Assessment of Academic

(IN)FORMATIVE ASSESSMENT: CHANGING CLASSROOM PRACTICE

How e-portfolio’s are changing practice

Open Design in a changing design practice

Sharing Knowledge, Improving Practice, Changing Liveslx.iriss.org.uk/sites/default/files/resources/sharing... · · 2015-04-034 Sharing Knowledge, Improving Practice, Changing Lives

Changing Classroom Practice Formative ... - P-12 : NYSED

ESL RESA 2014 Changing Teacher Practice Changing Student Outcomes

Navigating the Changing World of Cardiovascular Practice

Changing trends in ophthalmic practice 2

Changing patients' worlds through nursing practice expertise · 1 Changing patients’worlds through nursing practice expertise: Exploring nursing practice expertise through emancipatory

Stem Changing Verbs e ie Explanation of Stem-Changing Verbs Practice with e ie Stem Changing Verbs o ue Explanation of Stem-Changing Verbs Practice with

Changing Practice Through Nursing Research - … on Accreditation. HSC 1130 0212 4C. Changing Practice Through Nursing Research ... research and practice trends within clinical and

Clinical Practice Sites/ Professional Practice Experience

“Monuments and Memorial Sites in Changing

Changing Practice to Achieve Pacific Success