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School of Education Edith Cowan University
Teacher Education: a problem of construct or resource?
Professor Christine UreHead of School, Education
2010
School of Education Edith Cowan University
To begin
Tales from two ……
….projects on partnerships in teacher education
School of Education Edith Cowan University
A tale of 2 projectsProject 1 Project 2
• Practicum Partnership Project
• 10 graduate (Sec) programs
• Placement models and student teacher professional learning
•Learning in placements determined by (supervising) teacher expectations rather than the Standards
• Student teachers ‘survive’ their placement: not ready to teach
• New Master of Teaching
• Clinically applied practice
• Professionally constructed learning based on the Standards
• New staffing model to support teacher candidates’ professional learning in placements
• Confident in their knowledge of teaching and capacity to use evidence and make judgments
School of Education Edith Cowan University
Student teachers’ learning experience PRE-OGANISED LEARNING
ENVIRONMENT
• Reluctance to test boundaries• “You’re not able to use you’re own
teaching style”…
• Teachers as regulators• “we had to teach the way our
supervisors did”…
• Lack of targeted feedback
• “ my mentor was reluctant to let me use the strategies that I learnt at uni”
PROFESSIONAL LEARNING ENVIRONMENT
• Supported action, able to safely test boundaries
• We are ..conscious of our students and their needs .. it is a priority in our planning and general thinking
• Teachers as role models• “Strength of the program is
commitment of teachers in schools”
• Targeted support & feedback
• “this course has made us analytical teachers..we use information to plan..”
School of Education Edith Cowan University
Learning outcomes
APPRENTICESHIP MODEL
• Replication of past practice:- by teachers- with student teachers
• Implied acquisition of Standards based behaviours
CLINICAL MODEL
• Leading changed practice:- by teachers- with student
teachers• Learning focused
on Standards based behaviours
School of Education Edith Cowan University
Resource or pedagogy?• Standard EFTSL• Partnership models
using standard block placement models – with variations in length of blocks (2-5 weeks) and enrichment e.g. observation-community days, school focused projects,
• Standard EFTSL PLUS
$1800 per student • Partnership model
employed a school based teaching fellow and a university based clinical specialist using a continuous placement and block placement program.
School of Education Edith Cowan University
The dilemmas of teacher education• Program design is strongly influenced by
external stakeholder interests and control of resources
• Knowledge of initial teacher development is lacking
• There remains a need for a coherent model of teacher education that accounts for the different dimensions of teacher professional learning
School of Education Edith Cowan University
Stakeholder interests
• Pam Grossman – “loss of jurisdictional control” over teacher education
• External interestsGovernments – funding and quality assurance
Teacher registration authorities – Professional Standards
Schools – need for teachers
Public – concerns about quality
Children – right to have quality at all times
Student teachers – right to learn using the best methods
School of Education Edith Cowan University
Multiple models & pathways into teaching• Undergraduate - dedicated degree/combined degrees• Postgraduate – 1 and 2 year (Diploma – Master)• Workplace training programs – school based & Teach First
models
__________________________________________________________________• Program time required varies from 1-8 years (Average 3.8)• Traditional academic study & block placements/ on-going
part-time study & school-based /intensive preparation & employment
• Research suggests longer training (i.e. 5 yrs vs 4 yrs) improves quality of teaching and retention in the workforce.
• Studies are limited.
School of Education Edith Cowan University
Assessment of teacher development• Professional standards – guidelines for
desirable qualitiesUsed in varying ways in teacher education programs• As a checklist - Australia• As continuous performance review - England• With added measures of performance - California
(Performance Assessment Criteria for Teaching,PACT)
Planning for teaching
Video-clips of teaching
Student work samples and assessment
Personal reflection
School of Education Edith Cowan University
Standards based assessment
• Current approaches map evidence of competence only
• They do not inform about how characteristics are developed
School of Education Edith Cowan University
Pedagogical issues and concerns• Overload and “just in case” approach
Too many bits of information• Theory –practice divide
Need to link knowledge about teaching and learning with knowledge of teaching and learning
• Reflective practice
Lay thinking vs developing insight into self as a teacher (noticing) and how to frame teaching
• Haphazard placements & judgemental performance assessments of teaching
Resulting in confusion for student teachers
School of Education Edith Cowan University
What needs to change?• Quality discursive
practices that explain professional thinking– City et al: judgemental
comments form low quality feedback to teachers
VS
• Poorly focused modelling
School of Education Edith Cowan University
What needs to change?• Cognitive discussions
that are focused on how teaching impacts on student engagement and learning– Haggar & McIntyre:
student teachers need to learn how to observe and use open-ended discussions with teachers
–
VS
• Poorly focused observations and use of evidence about teaching and learning
School of Education Edith Cowan University
What needs to change?• Co-teaching to promote
development of shared professional knowledge and practices– Focus on shared
understanding about why decisions are taken during teaching rather than performance of teaching
VS
• Teaching as a performance – e.g.: rehearsal in class,
microteaching and delivery of planned lessons as a test of capacity
School of Education Edith Cowan University
What needs to change ?• Improved use of
evidence to inform teaching– How to use evidence to
inform teaching&
– Knowledge of how research practices guide innovation in teaching (Finland)
VS
• Lack of clarity about of the use of teaching plans and expectations for learning and student learning outcomes
School of Education Edith Cowan University
What needs to change?• Use of formative
assessment strategies that provide candidates with feedback on their mastery of professional attributes of teaching
VS
• Summative assessments that focus on teaching as a performance
School of Education Edith Cowan University
The problem of knowledge in teaching
• Teacher education should give priority to knowledge of :Learning and teaching
Student development
Assessment practices – especially formative processes
Relationships – to support strong learning dynamics
Inclusive practices – to meet the needs of all learners
Professional responsibility and identity
Vision of the value of good teaching
School of Education Edith Cowan University
Domains of teachingTeaching is a practice-based profession that
embodies five domains of teaching and learning: Knowledge for teaching and learning Knowledge about (theory) of teaching and learning Knowledge of (doing) teaching and learning Knowledge of use of evidence in teaching and learning Knowledge of professional responsibilities in teaching and
learning
School of Education Edith Cowan University
A developmental pedagogy Is needed to create links between the academic study and
practice of teaching and learning and to explore how: Content can be delivered Pedagogy can be adapted in teaching Relationships work in classrooms The nature and needs of students varies How teachers construct ethical and responsible practice
School of Education Edith Cowan University
A developmental pedagogy • Developed through professional and collaborative
processes
• Valuing non judgmental use of evidence about teaching and learning practices and outcomes
• Referenced to the Standards
School of Education Edith Cowan University
Conclusion: moving forward
• Our theoretical and practical model of teacher development needs to be refined
• Improved resourcing, at least to the level equivalent to nursing education will provide teacher education with more opportunities to be framed as an evidence –based learning profession.