Professional Formation of Teachers in Higher Education Research, theories and practices Jo Tait, SCEPTrE, University of Surrey, UK Peter Knight, Institute of Educational Technology, The Open University, UK

Research, theories and practices

Jo Tait, SCEPTrE, University of Surrey, UK

Peter Knight, Institute of Educational Technology, The Open University, UK

From competence to excellence Jo Tait, SCEPTrE, University of Surrey, UK

Jo Tait, SCEPTrE, University of Surrey, UK

From competence to excellence Assumption of individual competence Working practices and development of participants in their particular work roles – towards excellence Definition of excellence Commitment to continued learning Developing contexts Organisational sites and spaces where action and influence are possible.

Assumption of individual competence

Working practices and development of participants in their particular work roles – towards excellence

Definition of excellence

Commitment to continued learning

Developing contexts

Organisational sites and spaces where action and influence are possible.

Complex contexts Distributed communities: 7000+ part-time tutors in 13 geographical regions, including continental Europe Hierarchies and structures for development – central and regional Central production / local interaction

Distributed communities: 7000+ part-time tutors in 13 geographical regions, including continental Europe

Hierarchies and structures for development – central and regional

Central production / local interaction

Strands of enquiry Questionnaire – for baselining and engaging volunteers Reflection individual journal and professional conversations – face to face and online Narrative – stories about ‘failing students’ and ‘portfolio careers’ Assessment – paired marking / plenary discussions Symposium – shared questions and emergent solutions across systems and hierarchies

Questionnaire – for baselining and engaging volunteers

Reflection individual journal and professional conversations – face to face and online

Narrative – stories about ‘failing students’ and ‘portfolio careers’

Assessment – paired marking / plenary discussions

Symposium – shared questions and emergent solutions across systems and hierarchies

Underpinning concepts Adult, informal and experiential learning (Rogers) ‘ Excellence’ as open-ended commitment to learning – replaces competence and reflection Situated learning (Lave and Wenger) Appreciative inquiry (Ludema and Cooperrider) Systems thinking (Checkland)

Adult, informal and experiential learning (Rogers)

‘ Excellence’ as open-ended commitment to learning – replaces competence and reflection

Situated learning (Lave and Wenger)

Appreciative inquiry (Ludema and Cooperrider)

Systems thinking (Checkland)

Outcomes for participants’ professional learning Professional voice – peripheral participation in course development, collaborative learning, active contribution ‘ A conversation you didn’t know you were going to have’ – unanticipated benefits Self-appreciation – for assessment and feedback Contextual knowledge – for organisational change

Professional voice – peripheral participation in course development, collaborative learning, active contribution

‘ A conversation you didn’t know you were going to have’ – unanticipated benefits

Self-appreciation – for assessment and feedback

Contextual knowledge – for organisational change

Understanding values and practices in diverse locations Enhanced processes and environments for learning and development Mapping Review of planning documents and strategies Formal and informal conversations Staff development arrangements Information and participation Organisational stories and assumptions Organisational structures and environments Shared understandings of practice Participation Focus groups Sense-making conversations Dynamics of teaching and learning systems Activity groups Processes and systems Personal learning and development Useful ways of reflecting Autobiography Narrative Reflection and journals People and their stories Feedback from individuals Individual participant Anticipated outcome of inquiry Inquiry approaches Focus of inquiry Concepts of excellence in …

Questions for reviewing studies . Implications Trustworthiness Benchmarking PiT OU study

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The effects of post-graduate certificates in teaching and learning in higher education Peter Knight, the Open University

Peter Knight, the Open University

Design of empirical work Extended version of 1 st survey 167 current participants from 12 universities (two thirds come from original 8 universities) Second survey Summer 2006 Modified schedule from PiT and OU 23 of those who participated in e-interviews Phone interviews, April and May 2006 Modified schedule from PiT and OU 49 current, 32 past participants who replied to the first survey E-interviews, Spring 2006 Modified questionnaire used in PiT and OU 171 current, 73 past volunteers from 8 universities First survey, Autumn 2005 Tool Sample

Findings (1) Qualitative data align with the analyses of quantitative data and illuminate them. (Tables 3.8, 3.10) Professional formation as a teacher in higher education is substantially affected by simply doing the job, one’s own experience as a student, non-formal workplace interactions with others, and staff development provision. (Tables 3.1, 3.4) Levels of satisfaction with the various ways of developing as a teacher are modest. (Tables 3.2, 3.5)

Qualitative data align with the analyses of quantitative data and illuminate them. (Tables 3.8, 3.10)

Professional formation as a teacher in higher education is substantially affected by simply doing the job, one’s own experience as a student, non-formal workplace interactions with others, and staff development provision. (Tables 3.1, 3.4)

Levels of satisfaction with the various ways of developing as a teacher are modest. (Tables 3.2, 3.5)

Findings (2) People starting out on PGC courses had high hopes. (Table 3.3). Towards the end of their course they were less positive. (Table 3.12) There are some differences between the responses of past and present participants in PGC courses, although it is possible that they may be attributable to selection bias. There are hints that the benefits of PGC courses may most strongly disclose themselves some time after completion, especially when graduates are in a position to design or substantially change modules or other aspects of provision.

People starting out on PGC courses had high hopes. (Table 3.3). Towards the end of their course they were less positive. (Table 3.12)

There are some differences between the responses of past and present participants in PGC courses, although it is possible that they may be attributable to selection bias.

There are hints that the benefits of PGC courses may most strongly disclose themselves some time after completion, especially when graduates are in a position to design or substantially change modules or other aspects of provision.

Findings (3) Variations in the response patterns from different universities are apparent in their questionnaire responses towards the end of their course. (Table 4.1). There are no other systematic and significant patterns of variation. (Section 4) PGCs follow the pattern of PGCE courses. Doubts about the efficacy of PGCEs are noted. PGCs follow an approach to professional learning that has been significantly supplemented by research into professional formation.

Variations in the response patterns from different universities are apparent in their questionnaire responses towards the end of their course. (Table 4.1). There are no other systematic and significant patterns of variation. (Section 4)

PGCs follow the pattern of PGCE courses. Doubts about the efficacy of PGCEs are noted.

PGCs follow an approach to professional learning that has been significantly supplemented by research into professional formation.

Question What is the place of PGCs in the professional formation of higher education teachers?

What is the place of PGCs in the professional formation of higher education teachers?

Curriculum and pedagogic enhancement Structure and agency in the formation of teachers in higher education: the practice of educational developers with a commitment to curriculum and pedagogic enhancement Trustworthiness of the set of five studies Implications – how might the set be used or applied?

Structure and agency in the formation of teachers in higher education: the practice of educational developers with a commitment to curriculum and pedagogic enhancement

Trustworthiness of the set of five studies

Implications – how might the set be used or applied?

Contacts Peter Knight, The Institute of Educational Technology, The Open University, Milton Keynes, MK7 6AA peter.knight@open.ac.uk Jo Tait, SCEPTrE, University of Surrey, Guildford, GU2 7XH [email_address]

Peter Knight, The Institute of Educational Technology,

The Open University, Milton Keynes, MK7 6AA

peter.knight@open.ac.uk

Jo Tait, SCEPTrE,

University of Surrey, Guildford, GU2 7XH

[email_address]