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Can partnership help to heal the fractured knowledge base in teacher education?
Can partnership help to heal the fractured knowledge base in teacher education?
Professor Gordon KirkProfessor Gordon Kirk Universities’ Council for the Education of TeachersUniversities’ Council for the Education of Teachers
APTE ConferenceAPTE Conference 14 July 201014 July 2010
Professor Gordon KirkProfessor Gordon Kirk Universities’ Council for the Education of TeachersUniversities’ Council for the Education of Teachers
APTE ConferenceAPTE Conference 14 July 201014 July 2010
PlanPlan
The centrality of partnership The problem: the fractured
knowledge base in ITE How might we create an integrated
knowledge base? Partnership: a re-interpretation
The centrality of partnership The problem: the fractured
knowledge base in ITE How might we create an integrated
knowledge base? Partnership: a re-interpretation
The gradient of collaborationThe gradient of collaboration
CPD/research, staffing, etc
ITE
placement
Reciprocal benefits of collaboration
CPD/research, staffing, etc
ITE
placement
Reciprocal benefits of collaboration
The centrality of partnershipThe centrality of partnership
No partnership: no university involvement in ITE
No partnership: no university involvement in ITE
The problemThe problem
SurgerySurgery
Engagement with patients
Plus Teaching
Plus Research
Integrated knowledge base
Engagement with patients
Plus Teaching
Plus Research
Integrated knowledge base
The world of the school
The world of teacher education
The world of research
Fragmented knowledge base
The world of the school
The world of teacher education
The world of research
Fragmented knowledge base
The fragmented knowledge baseThe fragmented knowledge base
Institutionalised
Theoretically justified (eg “complementarity” )
Institutionalised
Theoretically justified (eg “complementarity” )
Some damaging consequencesSome damaging consequences
The dissociation of theory and practice
The gap between research and practice
Career development Staff recruitment Perennial criticism and the threat of
exclusion
The dissociation of theory and practice
The gap between research and practice
Career development Staff recruitment Perennial criticism and the threat of
exclusion
A strategy for an integrated knowledge base? Step 1
A strategy for an integrated knowledge base? Step 1
Adjust the definition of the teacher’s role to include engagement with learners, teaching new entrants, and researching professional practice.
Adjust the definition of the teacher’s role to include engagement with learners, teaching new entrants, and researching professional practice.
A strategy for an integrated knowledge base? Step 2
A strategy for an integrated knowledge base? Step 2
Exploit the REF requirement on impact to strengthen the engagement of teachers in the planning, conduct and evaluation of practitioner research.
Exploit the REF requirement on impact to strengthen the engagement of teachers in the planning, conduct and evaluation of practitioner research.
A strategy for an integrated knowledge base? Step 3
A strategy for an integrated knowledge base? Step 3
Expect teacher educators to have a continuing engagement with professional practice.
Expect teacher educators to have a continuing engagement with professional practice.
Re-interpretation of partnershipRe-interpretation of partnership
The distinctive role of universities in professional education
Professional competence underpinned by the values of rationality, evidence-based practice, criticality
Partnership as the maintenance of networks of schools and other agencies committed to these values in the education of teachers
The distinctive role of universities in professional education
Professional competence underpinned by the values of rationality, evidence-based practice, criticality
Partnership as the maintenance of networks of schools and other agencies committed to these values in the education of teachers
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