A role for teacher research in initial teacher education

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    26-Jun-2015

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This presentation formed part of the HEA-funded workshop 'Research methods for teacher education'. This event brought together academic experts in educational research methods with school leaders, to debate, share and determine how student teachers and teachers on part-time Masters-level programmes can best be taught to use research methods to better understand and ultimately, improve the quality of their teaching and improve educational outcomes for pupils and schools. This presentation forms part of a blog post which can be accessed via: http://bit.ly/1m8vkEW For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh

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<ul><li> 1. A role for teacher research in initial teacher education Professor Tim Cain, Edge Hill Universityedgehill.ac.uk</li></ul> <p> 2. Main messages 1 Teacher research, as a form of insider research is different from other forms of research 2 Understanding this provides possibilities for considering what mixed-method teacher research might look like 3 Mixed-method teacher research could transform teaching by transforming teacher educationedgehill.ac.uk 3. Teaching: ontology Teachers inspire development -Thinking, understanding, Knowledge, Action An authority (content) In authority (relationship) Teachers expectations Students Influence of peers Influence of institution Supra-institutional influenceedgehill.ac.uk 4. Teacher research researches Beyond Institution Teacher Past experiences/ knowledge/ expectationsStudents Pedagogy/ RegulationPast experiences/ knowledge/ expectationsedgehill.ac.uk 5. Teaching: epistemology Ready access to data All data mediated through the teachers selfedgehill.ac.uk 6. Problems when TR is used to generate knowledge Methodological: self-confirming tendency power relationship issues teaching data vs. research data Teaching ethic trumps research ethic Practical: Tendency to research technical improvements, divorced from aims &amp; values mission creep Research can become individual Research not prioritisededgehill.ac.uk 7. Teaching knowledgeResearch knowledgeProcedural partly tacitPropositionalFor developing studentsFor understanding situationsPractically-drivenTheoretically-drivenMessyFocusedSituation specificGeneralisedQuickSlowTRedgehill.ac.uk 8. Tripp, 2003edgehill.ac.uk 9. Examples Jo Mattock: Behaviour management Mel Holmes: Formative assessment Alison Larrett: Freedom to learnSatisfy the conditions for one-turn action research, based on literature However, quite insularedgehill.ac.uk 10. Mixed methods? Would a combination of Teacher Research and outsider research help to connect the two worlds more effectively? If so, what might it look like?edgehill.ac.uk 11. tim.cain@edgehill.ac.ukedgehill.ac.uk</p>

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