Changing sites, changing practice

ashley casey University of Bedfordshire Tim Fletcher Memorial University of NewfoundlandSaturday, 14 April 12

Experiences of the transition from teacher to teacher educatorSaturday, 14 April 12

However...Saturday, 14 April 12

We want to start with a question?Saturday, 14 April 12

In what capacity would you employ this man?Saturday, 14 April 12

In what capacity would you employ this man? (Michael Jordan)Saturday, 14 April 12

Remember your answer...Saturday, 14 April 12

we’ll get back to it at the end...Saturday, 14 April 12

In a recent themed edition of...Saturday, 14 April 12

Saturday, 14 April 12

Past, present, and future of doctoral programs in physical education in the United States were considered…Saturday, 14 April 12

“ - van der mars (2011)Saturday, 14 April 12

“ Houston we’ve had a problem” - van der mars (2011)Saturday, 14 April 12

as a metaphor for D-PETE provisionSaturday, 14 April 12

d-PeteSaturday, 14 April 12

apollo 13Saturday, 14 April 12

refocus its prioritiesSaturday, 14 April 12

NASA suggestedSaturday, 14 April 12

got everyone home by adoptingSaturday, 14 April 12

“Do or Die”Saturday, 14 April 12

“ - van der mars (2011, p. 189)Saturday, 14 April 12

“ [DPETE must] use our expertise and creativity to make unprecedented adjustments and decisions about Doctoral-PETE’s future” - van der mars (2011, p. 189)Saturday, 14 April 12

using the same metaphorSaturday, 14 April 12

We suggest that while many important decisions were made (and will be made) from those in mission control (i.e. experienced PETE Faculty)Saturday, 14 April 12

others were made by the apollo crew...Saturday, 14 April 12

yet...Saturday, 14 April 12

We have not heard from those ‘who ﬂew the shuttle’ (which in this metaphor is D-PETE students and junior faculty)Saturday, 14 April 12

Saturday, 14 April 12

Becoming a teacher educatorSaturday, 14 April 12

Becoming a teacher educator Self-study MethodologiesSaturday, 14 April 12

learning about teaching teachers Becoming a teacher educator Self-study MethodologiesSaturday, 14 April 12

learning about teaching teachers Becoming a a) From high school teacher educator Self-study MethodologiesSaturday, 14 April 12

learning about teaching teachers Becoming a a) From high school b) from d-pete teacher educator Self-study MethodologiesSaturday, 14 April 12

learning about teaching teachers Becoming a a) From high school b) from d-pete teacher educator Self-study conclusions MethodologiesSaturday, 14 April 12

Becoming a teacher educatorSaturday, 14 April 12

The purpose of this presentation is to... explore our experiences as a) high school physical education teachers b) D-PETE students and c) Junior faculty to consider how we developed...Saturday, 14 April 12

our pedagogies of teacher educationSaturday, 14 April 12

“ many researchers prepared through D-PETE go on to assume the roles of teacher educators” - ward, parker,Sinclair & Sutherland, 2011Saturday, 14 April 12

are we engaged in the preparation of PETE researchers rather than of the teacher educators that many go on to become?Saturday, 14 April 12

So does D-PETE recruitment occur at the detriment of teacher educations future?Saturday, 14 April 12

especially when... “ - Ward, PArker et al. 2011Saturday, 14 April 12

especially when... “ many [D-PETE faulty] reported that the requirement of teaching experience was often waived and easily substituted for non school- based experiences such as coaching” - Ward, PArker et al. 2011Saturday, 14 April 12

especially... “ 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, 2011Saturday, 14 April 12

several papers in the themed edition “ reported on the desirability but not the necessity of prior teaching experience in PETE ” - Ward, PArker et al. 2011; Woods, Goc KArp, & Judd, 2011Saturday, 14 April 12

this is in stark contrast to general education “ many faculty see the ability to draw on prior teaching experience as an almost essential attribute of aspiring teacher educators.” - boyd, Harris, & Murray, 2007Saturday, 14 April 12

indeed... “ by exploring general education it is evident that many individuals who are now teacher educators were once classroom teachers” - Murray & Male, 2005; Williams & Ritter, 2010Saturday, 14 April 12

however, to date there has been little research on becoming a PETE faculty memberSaturday, 14 April 12

with one exception...Saturday, 14 April 12

Williamson (1993) undertook a study with five female beginning PeteSaturday, 14 April 12

“ - williamson, 1993, p. 199Saturday, 14 April 12

“ what and how [they] learned about becoming assistant professors...was more through a process of chance than design” - williamson, 1993, p. 199Saturday, 14 April 12

this notion is supported generally where... “ incidental and occasional learning is characteristic for beginning teacher educators.” - van valzen et al, 2010, p. 71Saturday, 14 April 12

We aim to extend Williamson’s (1993) study by exploring our experiencesSaturday, 14 April 12

Becoming a teacher educator Self-study MethodologiesSaturday, 14 April 12

ﬁrstly we acknowledge our position as researchers who are personally interested and invested in the self study of our own practicesSaturday, 14 April 12

“ Self-study is a ﬁeld that opens up the complex world of teaching and learning about teaching in ways that can only be done by those who are participants in the work of teacher education” - Loughran, 2008, p. 1179Saturday, 14 April 12

The growth of self-study is such that is is now recognised as one of the largest AERA SIGSSaturday, 14 April 12

more than ten years ago... “ - Zeichner, 1999 (AERA vice-presidential address)Saturday, 14 April 12

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-theorized, 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)Saturday, 14 April 12

“ Self-study methodologies help teacher educators...to develop deeper awareness of how to construct strong pedagogical practice in the future” - Samaras & Freese, 2006Saturday, 14 April 12

“ Self-study should not only document what worked well but also, and more importantly, what was problematic, unexpected, and caused a shift in thinking and practice” - LaBoskey, 2004Saturday, 14 April 12

Laboskey’s characteristics of self-study “ - laboskey, 2004Saturday, 14 April 12

Laboskey’s characteristics of self-study “ a) self-initiated and focused b) improvement aimed c) interaction in terms of its process and potential products d) the use of multiple, primarily qualitative methods e) providing exemplar-based validation - laboskey, 2004Saturday, 14 April 12

Laboskey’s characteristics of self-study “ a) self-initiated and focused b) improvement aimed c) interactive in terms of its process and potential products d) the use of multiple, primarily qualitative methods e) providing exemplar-based validation - laboskey, 2004Saturday, 14 April 12

Laboskey’s characteristics of self-study “ a) self-initiated and focused b) improvement aimed c) interaction in terms of its process and potential products d) uses multiple, primarily qualitative methods e) providing exemplar-based validation - laboskey, 2004Saturday, 14 April 12

Laboskey’s characteristics of self-study “ a) self-initiated and focused b) improvement aimed c) interaction in terms of its process and potential products d) the use of multiple, primarily qualitative methods e) provides exemplar-based validation - laboskey, 2004Saturday, 14 April 12

“ - mooney, 1957, p. 154Saturday, 14 April 12

“ any piece of research is accompanied by an inner and an outer drama where the researcher wrestles with his or her intimate experiences and in the traditions of science, tries to silence them.” - mooney, 1957, p. 154Saturday, 14 April 12

in contrast to this traditional approach we acknowledge that research is personalSaturday, 14 April 12

context...Saturday, 14 April 12

Both former PE teachers Ash = 15yrs Tim = 5yrs Both former D-PETE students Ash = P/T Tim = F/T Both junior faculty Ash = <3 yrs Tim = ,1 yrSaturday, 14 April 12

Both former PE teachers Ash = 15yrs Tim = 5yrs Both former D-PETE students Ash = P/T Tim = F/T Both junior faculty Ash = <3 yrs Tim = <1 yrSaturday, 14 April 12

I had more high school experience but no PETE experience Tim had less high school experience but his pete experience was more signiﬁcantSaturday, 14 April 12

data gatheringSaturday, 14 April 12

two substantial reflective accountsSaturday, 14 April 12

250,000 wordsSaturday, 14 April 12

>900 entriesSaturday, 14 April 12

daily reflections written since september 2009 >80 post-teaching reflections written since September 2008Saturday, 14 April 12

these served as artifacts “ - kelly, 2005, p. 112, our emphasisSaturday, 14 April 12

these served as artifacts “ re-establishing [of] contact with place must therefore be part of the self-study project. The means for doing this are to be found in such textual artefacts as church bells, personal memories, and most importantly in the literature of place” - kelly, 2005, p. 112, our emphasisSaturday, 14 April 12

Literature of place is text written as close to the immediacy of the moment as possible. The writer is subsequently able to partially recall the intimacy of these moments and reﬂect, again, on the actions they took.Saturday, 14 April 12

valid or trustworthy self-study?Saturday, 14 April 12

endeavoured to engage with four criteria “ 1. clear and detailed descriptions of data gathering 2. clear descriptions of how we constructed representations of our data 3. multiple ways of representing the same self-study 4. evidence of the value of the changes to our ways of being teacher educators. - feldman, 2003, pp. 27-28Saturday, 14 April 12

data analysisSaturday, 14 April 12

grounded theorySaturday, 14 April 12

“ draw out and then fix a concept”Saturday, 14 April 12

learning about teaching teachers Becoming a teacher educator Self-study MethodologiesSaturday, 14 April 12

learning about teaching teachers Becoming a a) From high school teacher educator Self-study MethodologiesSaturday, 14 April 12

our high school experiences provided some important ideasSaturday, 14 April 12

yet fundamentally this still left us frustrated and challengedSaturday, 14 April 12

19th July 2010 - Ash’s reflective diarySaturday, 14 April 12

19th July 2010 I need to take more responsibility for my teaching. - Ash’s reflective diarySaturday, 14 April 12

I assumed I could simply transfer my practise from one setting to anotherSaturday, 14 April 12

in hindsight the challenges of transition should have been more obviousSaturday, 14 April 12

I had assumed - as had my employers - that my experience and PhD were enough to allow me to excel in PETE.Saturday, 14 April 12

yet I still had to consider, or understand, what my pedagogy of teacher eduction wasSaturday, 14 April 12

Tim recalled that... 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 possible, and generally keeping the class busy. first couple of lessons in his primary PE pre-service programSaturday, 14 April 12

he surmised that... “ Placek, 1983Saturday, 14 April 12

he surmised that... “ busy, happy and good” Placek, 1983Saturday, 14 April 12

because ...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 programSaturday, 14 April 12

14th december 2009 I need to unlearn my teaching pedagogy and try and understand how the new environment works. Ash’s reflective diarySaturday, 14 April 12

to unlearn my school teaching pedagogy I had to manage the emerging, dominant and residual processes of my teachingSaturday, 14 April 12

I had to unlearn my expectation that a teacher educator modelled best practice and had to learn instead how to be an “asker of questions”Saturday, 14 April 12

26th january 2010 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 diarySaturday, 14 April 12

in a similar process of unlearning tim was at times as frustrated as he had been in his first year of high school teachingSaturday, 14 April 12

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.Saturday, 14 April 12

...far too reliant on what his students thought of him as an indicator of good PETE teaching...Saturday, 14 April 12

...which in turn may have limited how he helped his students to challenge their assumptions about teaching PE.Saturday, 14 April 12

alternative analysisSaturday, 14 April 12

it could be suggested that as a high school teacher tim was uncritical of his teachingSaturday, 14 April 12

and only by considering the “literature of place” has he come to reconsider his practices and form the opinion that his previous pedagogy was flawedSaturday, 14 April 12

also although I made a number of references to the need to change I chose not toSaturday, 14 April 12

“ silverman, 2003Saturday, 14 April 12

“ while the experienced teacher might see and do things diﬀerently or more intuitively than someone with little or no experience, these responses are inherently context speciﬁc.” silverman, 2003Saturday, 14 April 12

therefore perhaps the context was just unfamiliar and i continued to make judgements as a teacher rather than seeking answers as a teacher educator.Saturday, 14 April 12

learning about teaching teachers Becoming a a) From high school b) from d-pete teacher educator Self-study MethodologiesSaturday, 14 April 12

two contrasting approaches...Saturday, 14 April 12

one in PETE full timeSaturday, 14 April 12

one supported by PETE part-timeSaturday, 14 April 12

unsurprisingly...Saturday, 14 April 12

two stories...Saturday, 14 April 12

Tim suggested that... I undertook a PhD in curriculum studies and teacher development but apart from my thesis study, had little focus on physical education.Saturday, 14 April 12

I was left to my own devices to learn about the ways that Teacher education theory and practice applied to PETE contexts.Saturday, 14 April 12

in contrast...Saturday, 14 April 12

I had no background in teacher education from perspectives related to either PETE or education generally.Saturday, 14 April 12

My PhD program was never designed to prepare me for a career in higher education, as it was undertaken for the sole purpose of helping me in my ongoing aim of being a better high school physical educator.Saturday, 14 April 12

11th september 2009 ash’s reflective diarySaturday, 14 April 12

11th september 2009 moments of doubt strike me with regards to my complete lack of experience in this area [of teacher education]. ash’s reflective diarySaturday, 14 April 12

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. ash’s reflective diarySaturday, 14 April 12

an apparent “disconnect” between research and practice was a feature of my transition; with one not necessarily informing the other.Saturday, 14 April 12

4th october 2009 ash’s reflective diarySaturday, 14 April 12

4th october 2009 what the most important part the job really is? ash’s reflective diarySaturday, 14 April 12

site expectationsSaturday, 14 April 12

in many respects I was left to learn how to be A teacher of teachersSaturday, 14 April 12

Tim was involved withSaturday, 14 April 12

Tim was involved with BTE Becoming a Teacher EducatorSaturday, 14 April 12

voluntary, non scholarly group that stood apart from formal learningSaturday, 14 April 12

helped me to understand what might be required to be a new teacher educatorSaturday, 14 April 12

6th july 2010 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 experience in my role as a beginning teacher educator. tim’s reflectionsSaturday, 14 April 12

12th january 2012 I felt that my experiences 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 reflectionsSaturday, 14 April 12

alternatively...Saturday, 14 April 12

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 beSaturday, 14 April 12

alternative analysisSaturday, 14 April 12

given the signiﬁcance of BTE it is important to question how much of my “pedagogical reinterpretation” has been shaped by this groupSaturday, 14 April 12

have the groups’ interpretations become mine?Saturday, 14 April 12

We may then consider whether the “silences” from my doctoral program would have been as strong if my thesis hadn’t explored pedagogical and curricular change but had instead been investigating, for example, teaching pre-service teachers about using models-based practice in physical education?Saturday, 14 April 12

learning about teaching teachers Becoming a a) From high school b) from d-pete teacher educator Self-study conclusions MethodologiesSaturday, 14 April 12

“ Knowing teaching and schooling from the perspective of a researcher is fundamentally diﬀerent than experiencing teaching and schooling from the inside. If the trend is to admit students without teaching experiences should it be provided once a student is admitted to a doctoral program?” - ward, parker et al, 2011, p.150Saturday, 14 April 12

however...Saturday, 14 April 12

while teaching experience is seen as important...Saturday, 14 April 12

experience teaching teachers is not...Saturday, 14 April 12

so we are left with a conundrum...Saturday, 14 April 12

we question what experience is importantSaturday, 14 April 12

Chicago employed him twiceSaturday, 14 April 12

Michael “Air” JordanSaturday, 14 April 12

was there an assumptionSaturday, 14 April 12

that he could transfer his skill setSaturday, 14 April 12

does pete make assumptions?Saturday, 14 April 12

that similar transition is easy to make?Saturday, 14 April 12

What skill set do we value?Saturday, 14 April 12

so we are facedSaturday, 14 April 12

HoustonSaturday, 14 April 12

“ Houston we’ve had a problem” - van der mars (2011)Saturday, 14 April 12

“Do or Die”Saturday, 14 April 12

“Strike Out!”Saturday, 14 April 12

Thank YouSaturday, 14 April 12

References Boyd, 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.Saturday, 14 April 12

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.Saturday, 14 April 12

Loughran, J. J. (2008). Toward a better understanding of teaching and learningabout 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) NewYork: Routledge.Mooney, R.L. (1957). The researcher himself. In Research for curriculumimprovement, Association for Supervision and Curriculum Development, 1957yearbook (pp. 154-186). Washington, DC: Association for Supervision andCurriculum 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.Saturday, 14 April 12

Samaras, A. P. & Freese, A. R. (2006). Self-study of teaching practices primer. NewYork: 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 ofthe curriculum of physical education teacher education doctoral programs.Journal of Teaching in Physical Education, 30(4): 145-156.Saturday, 14 April 12

van Velzen, C., van der Klink, M., Swennen, A., & Yaffe, E. (2010). The induction andneeds of beginning teacher educators, Professional Development in Education,36(1-2): 61-75.Williams, J. & Ritter, J. K. (2010). Constructing new professional identities throughself-study: From teacher to teacher educator. Professional Development inEducation, 36(1): 77-92.Williamson, K. M. (1993). A qualitative study on the socialization of beginningphysical education teacher educators. Research Quarterly for Exercise & Sport,64(2): 188-201.Saturday, 14 April 12

Woods, M. L., Goc Karp, G., & Judd, M. (2011). Search chair and physical educationteacher perceptions about filling PETE positions. Journal of Teaching in PhysicalEducation, 30(4): 129-144.Zeichner, K. M. (1999). The new scholarship in teacher education. EducationalResearcher, 28(9): 4-15Saturday, 14 April 12

Images Slide Number 4, 5, 35, 164 – Michael Jordan from warezone.com 10 – JTPE image from Human kinetics 13, 173 – Apollo capsule image from universetoday.com 16, 17 – Apollo from space image from nasa 18, 19, 20, 174 – ground control 1 image from starling-fitness.com 23, 24, 25 – ground control 2 image from en.wikipedia.org 26, 27 – moon free image from computer 99, 100 – School by Jibby! on Flickr 166, 172 – basketball Jordan from shareyourwallpaper.com 167, 175 – Baseball Jordan from framework.latimes.comSaturday, 14 April 12

Changing sites, changing practice

by Ashley Casey

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