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Page 1: Bachelor of Education (Teaching) Primary Specialisation …€¦ · Bachelor of Education (Teaching) Primary Specialisation Practicum Courses: EDPRAC 101 EDPRAC 201 EDPRAC 305 Visiting

Bachelor of Education (Teaching) Primary Specialisation

Practicum Courses: EDPRAC 101 EDPRAC 201 EDPRAC 305

Visiting Lecturer

School Co-ordinator/Associate Teacher Meetings

May 2013

Vivienne Mackisack Jill Murray Sandra Chandler

Page 2: Bachelor of Education (Teaching) Primary Specialisation …€¦ · Bachelor of Education (Teaching) Primary Specialisation Practicum Courses: EDPRAC 101 EDPRAC 201 EDPRAC 305 Visiting

Overview:

o Welcome/Introduction

o Practicum during Initial Teacher Education at the Faculty of Education

o Teaching as Inquiry

o Mentoring in the practicum

o Reflective practice; a cycle of on-going learning

o Next steps

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“The University of Auckland’s pre-service

teacher education programmes are

designed to develop research-informed

inquiry-based practitioners. We do this

by providing opportunities for student

teachers to develop and demonstrate an

inquiry-based disposition in authentic

settings”

(Faculty of Education, Teacher Education Practice website, 2013).

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A knowledge base for teaching

Inquiry-led teaching requires “teaching with a travelling mind set” (de Botton, 2002) .

Implies: • sense of purpose and priorities but… open-

minded to change and inconvenience • searching for practices to promote/support

learning but also grounded Indicates: • Inquiry-led teaching or ‘teaching as inquiry’ is

less a series of practices or skills to be accumulated and more a ‘disposition’

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The framework: “Teaching as inquiry” (Aitken & Sinnema, 2008; Ministry of Education,2007; Timperley, Wilson, Barrar, & Fung, 2007)

Planning

Teaching

FOCUSING INQUIRY

What is most important, given where my learn[ing[ is at?

TEACHING INQUIRY What strategies might

work best? What could I try?

LEARNING INQUIRY What happened? Why did it happen? Implications?

Planning Teaching

Observation* Assessment*

Evaluation of learning/teaching

Reflection

* ongoing

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The framework: “Teaching as inquiry” (Aitken & Sinnema, 2008; Ministry of Education,2007; Timperley,

Wilson, Barrar, & Fung, 2007)

To prepare themselves adequately for this

‘transitioning teacher role’ during a practicum student teachers need to be able to first identify (and then practice) effective, deliberate teaching….

What are we currently doing as visiting lecturers or associate teachers that supports

students to become inquiry-based practitioners?n learners, teachers need to draw on various knowledge bases…specifically

Page 7: Bachelor of Education (Teaching) Primary Specialisation …€¦ · Bachelor of Education (Teaching) Primary Specialisation Practicum Courses: EDPRAC 101 EDPRAC 201 EDPRAC 305 Visiting

• Write a list of 10 things you typically do when mentoring a student teacher

• Share your list with a partner

• Discuss which mentoring activities on your list you consider are most important for practicum mentoring

Reflecting on personal mentoring practice

Page 8: Bachelor of Education (Teaching) Primary Specialisation …€¦ · Bachelor of Education (Teaching) Primary Specialisation Practicum Courses: EDPRAC 101 EDPRAC 201 EDPRAC 305 Visiting

• Mentoring which rests on a vision of good teaching;

• Mentoring which makes constant use of the “tools” of observation, co-planning, co-teaching, joint inquiry, critical conversation and reflection;

• These also happen to be “the tools of continuous improvement in teaching” (Feiman-Nemser, 2001)

‘Educative mentoring’ –Sharon Feiman-Nemser (1998, 2001)

Page 9: Bachelor of Education (Teaching) Primary Specialisation …€¦ · Bachelor of Education (Teaching) Primary Specialisation Practicum Courses: EDPRAC 101 EDPRAC 201 EDPRAC 305 Visiting

“…promotes beginning teacher development by cultivating a disposition of inquiry, focusing attention on student thinking and understanding, and fostering disciplined talk about problems of practice” (Feiman-Nemser, 2001, p.2)

Educative mentoring…

Page 10: Bachelor of Education (Teaching) Primary Specialisation …€¦ · Bachelor of Education (Teaching) Primary Specialisation Practicum Courses: EDPRAC 101 EDPRAC 201 EDPRAC 305 Visiting

Wang & Odell (2002) identified three dominant perspectives on mentoring…

1. Humanistic – mentor provides personal/emotional support and encouragement, non-judgemental approach

2. Situated apprentice perspective – mentor provides information, models necessary skills and techniques, acts as a guide to resources, curriculum and the practice of teaching

3. Critical constructivist perspective - mentor and student teacher engage in collaborative inquiry into teaching practice, co-construct new knowledge, learn new skills together

Styles of mentoring

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• Which of Wang and Odell’s mentoring perspectives are evident in the mentoring style described in your list of mentoring activities?

• Humanistic

• Situated apprentice

• Critical constructivist

Now revisit your list of mentoring activities…

Page 12: Bachelor of Education (Teaching) Primary Specialisation …€¦ · Bachelor of Education (Teaching) Primary Specialisation Practicum Courses: EDPRAC 101 EDPRAC 201 EDPRAC 305 Visiting

• How might Wang and Odell’s perspectives on mentoring support a focus on effective teaching that promotes an inquiry disposition and enhances children’s learning?

A question to consider…

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"no student teacher...enters the

classroom as a complete novice. They

bring with them a vast array of skills,

knowledge, and understandings

derived from other contexts"

(Furlong, 2000, p. 14).

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O’Connor and Diggins (2002) define reflective practice as thinking about what educators do in order to reconsider their actions and refine their practices according to these thoughts. Reflective practice is a cycle of on-going learning that occurs when we take the time to “stop, think and change” (p. 9).

Defining reflective practice

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Preparing beginning teachers who are ready to :

“reflect on the impact their teaching has on learning…

….accept advice and know when to ask for it” (MOE &NZTC, 2011).

…research-informed inquiry-based practitioners

Reflection, Professional Learning

During EDPRAC 101 and 201 the student teachers are required to…

“reflect regularly on your own teaching, learning and/or interactions

arising from your practice that caused you uncertainty, and analyse

these in detail” (Practicum Brief, p. 6).

- Some of this reflective practice will take the form of discussion

Notes from reflective discussions are to be retained and shared with

the associate teacher and visiting lecturer.

- Some of this reflective practice will be documented independently

EDPRAC 101 student teachers are taught the DATA Model

Student teachers beginning EDPRAC201 should reflect

competently and may be learning to critically reflect

Evaluation and reflection are integral to effective teaching and learning.

Evaluation Reflection Critical Reflection

Student teachers beginning EDPRAC 305 may be refining critical

reflection (focus given in Part B preparation)

EDPRAC 201 305 student teachers also utilize Smyth’s framework for reflection

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There are a number of models educators can use to reflect on their practice. Our student teachers are introduced to the DATA model

1. Describe: - describe in detail -involves paying attention to what happened, who was involved, and their thoughts, feeling and emotions as they related to the incident. 2. Analyse: explore why - examine the underlying values, beliefs and assumptions that maintain the practice and consider sources of information to make sense of the situation.

3. Theorise: make sense of what happened. - think about the practice from different perspectives in order to formulate a new or different understanding and consider a new or different approach. 4. Act: put the new way of thinking into practice - trying out a new or different way of doing things in order to enhance and improve practice.

Peters, 1991

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and then

Smyth’s framework for reflection

CONFRONTING: being able to subject the theories about one’s own practice to interrogation and questioning, in a way that establishes their legitimacy.

• DESCRIBE • INFORM • CONFRONT • RECONSTRUCT

Smyth, 1989

Page 18: Bachelor of Education (Teaching) Primary Specialisation …€¦ · Bachelor of Education (Teaching) Primary Specialisation Practicum Courses: EDPRAC 101 EDPRAC 201 EDPRAC 305 Visiting

Preparing beginning teachers who are ready to :

“reflect on the impact their teaching has on learning…

….accept advice and know when to ask for it” (MOE &NZTC, 2011).

…research-informed inquiry-based practitioners

Reflection, Professional Learning

Student teachers completing EDPRAC 305

must have made: Evaluation & Reflection & Critical reflection

…part of their practice

LEARNING INQUIRY What happened? Why did it happen? Implications?

Page 19: Bachelor of Education (Teaching) Primary Specialisation …€¦ · Bachelor of Education (Teaching) Primary Specialisation Practicum Courses: EDPRAC 101 EDPRAC 201 EDPRAC 305 Visiting

Considering ‘next steps’ EDPRAC 101

EDPRAC 201

Required and resourced in both practicum courses

Generate and are generated by observation and

reflective discussions

Mentioned throughout the EDPRAC 101 and 201 Briefs

Each student teacher

should be able to

articulate ‘first steps’ for

themselves for each

particular practicum

Page 20: Bachelor of Education (Teaching) Primary Specialisation …€¦ · Bachelor of Education (Teaching) Primary Specialisation Practicum Courses: EDPRAC 101 EDPRAC 201 EDPRAC 305 Visiting

Considering ‘next steps’ EDPRAC 305

Considering ‘next steps’ as a PRT

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As they develop their expertise, student teachers in the Bachelor of Education (Teaching) Primary programme should be utilizing reflective practice (inclusive of considering, articulating and documenting ‘next steps’) to develop their awareness of the individual students who make up the class.

Eckerman Pitton, 2006, p.38

Vision of

individual students:

‘ Did Shawna understand?’

‘Was Matt with it today?’

‘What will help Laura be successful?’

Vision of

the class as a whole:

‘How did the students do?’

‘Did they all learn it?’

‘What will make the lesson better?’

Vision of self:

‘How am I doing?’

‘Did I get it right?’

‘Am I a good teacher?’

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Considering specific requirements for:

o EDPRAC 201/101 - Jill/Sandra

Student teachers are required to demonstrate their ability to take full-

class responsibility for 1-2 days during EDPRAC 101. This may be in

collaboration with their associate teacher. It is important to record a

student teacher’s level of ability to assume this responsibility on their

practicum reports.

Student teachers are required to demonstrate their ability to take full-

class responsibility for 7 consecutive days during EDPRAC 201. The

ability to demonstrate this level of proficiency is a critical indicator

that a student teacher is ready to progress to EDPRAC 305.

o EDPRAC 305 Part B - Viv

The ability to demonstrate practice reflective of an emerging

beginning teacher as they conclude EDPRAC 305 is a critical indicator

that a student teacher is ready to graduate.

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Practicum in New Zealand

Our collective role is to support student teachers to:

o integrate theory and practice

o plan, implement, assess, evaluate and reflect

o analyse and interpret

o observe

o reflect on their own learning and practice

o develop personal and professional goals

“The practicum for a student teacher will operate as a partnership between the teacher education provider and a fully registered associate teacher” (New Zealand Teachers Council, 2010, p.13).

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References: Aitken, G., & Sinnema, C. (2008). Effective pedagogy in social sciences? Tikanga a iwi: Best evidence synthesis iteration. [BES]. Wellington: Ministry of Education.

Eckerman Pitton, D. (2006). Mentoring novice teachers: Fostering a dialogue process. Thousand Oaks, Ca: Corwin Press.

Education Workforce Advisory Group. (2010). A Vision for the teaching profession. Wellington: New Zealand Government Retrieved from http://www.beehive.govt.nz/sites/all/files/10.pdf.

Feiman-Nemser, S. (1998). Teachers as teacher educators. European Journal of Teacher Education, 21(1), 63-74.

Feiman-Nemser, S. (2001). Helping novices learn to teach: Lessons from an exemplary support teacher. Journal of Teacher Education, 52(1), 17-30.

Furlong, J. (2000). School mentors and university tutors: Lessons from the English experiment. Theory Into Practice, 39(1), 12-19

Hagger, H., Burn, K., Mutton, T., & Brindley, S. (2008). Practice makes perfect? Learning to learn as a teacher. Oxford Review of Education, 34(2), 159-178.

Hagger, H., Burn, K., & McIntyre, D. (1993). The school mentor handbook : essential skills and strategies for working with student teachers. London: Kogan Page.

Ministry of Education & New Zealand Teachers Council. (2011). Towards full registration: A support kit. Retrieved from http://www.teacherscouncil.govt.nz/prt/TFR2011.pdf

Ministry of Education. (2007). The New Zealand Curriculum. Wellington: Learning Media.

New Zealand Teachers Council. (2010). Approval, review and monitoring processes and requirements for initial teacher education programmes. Wellington: Author

O’Connor, A. & Diggins, C. (2002) On reflection: Reflective practice for early childhood educators. Lower Hutt, Aotearoa New Zealand: Open Mind Publishing

Peters, J. (1991). Strategies for reflective practice. New Directions for Adult and Continuing Education, 51, 89–96.

Smyth, J. (1989). Developing and sustaining critical reflection in teacher education. Journal of Teacher Education, 40(2), 2-9.

Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration [BES]. Wellington: Ministry of Education.

Wang, J. & Odell, S. (2002). Mentored learning to teach according to standards-based reform: A critical review. Review of Educational Research, 72(3), 481-546.


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