Researcher practitioner day 1


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Researcher practitioner day 1

  1. 1. Education and Training Foundation Project University of Derby Siobhan Neary Pete Scales Jo Hutchinson
  2. 2. Programme      Introductions and overview of project Professionalism Research practitioner  Benefits to self and organisation Action research Focus for day 2
  3. 3. “As tutors we need to model the production of new knowledge. Teaching and research should be entwined, just as we support students on their learning journeys it is important to recognise and celebrate the fact that we are on our own” Solvason and Elliott, 2013
  4. 4. Education and Training Foundation  Formed in August 2013 to improve professionalisation and standards in the further education and training sector  4 priority areas  Professional standards and qualifications; teaching, learning and assessment  Vocational education and training (VET)  Leadership, management and governance  Research and innovation
  5. 5. Professionalism      Professionalism identified as a primary issue by Ofsted in developing the quality of the workforce We have a vision of the ‘enquiring teacher’ – this project provides the building blocks to embedding this more effectively within ITE Information – acquiring, generating and accumulating specialist knowledge to enhance learning and teaching Autonomy – research and develop own practice relating to their specialist area and the needs of their learners Responsibility – CPD is a responsibility for all professionals. This should support the development and evolution of practice
  6. 6. Overall Aim of Project  To create a culture of Continuous Career Long Learning that starts with ITE and embeds an influence on the profession in influencing others towards professionalism through the utilisation of networks of learning relationships to transfer and create new professional practice
  7. 7. Project approach and methodology    Collaborative partnership with providers to generate and disseminate outcomes of the action research based projects Projects will be responsive to needs, problem based, accumulative and shared with the wider sector Review of the literature  Identify interesting practice both UK and overseas to developing researcher practice within learning and skills sector  Map ofsted  Social media - Project blog  Develop a community of practice focusing on the researcher practitioner within FE
  8. 8. Project approach and methodology (2)     Development Programme  4 workshops support the development of knowledge and skills to embed within own practice and others  The researcher practitioner, Introduction to research methods, developing the evaluation strategy, preparing for dissemination Partnership meetings  Agreeing timelines, discussion of topic areas, partners contributions, evaluation strategy ( project and individual partners) Supporting the project  Consultancy, mentoring and support Sharing the learning – June/July 2014  Conference  Publication
  9. 9. Evaluation and dissemination    Evaluation undertaken by the project team – led by Jo Hutchinson. This will assess project impact, achievement of goals, common and specific impacts through analysis of partner evaluation strategies. This will be informed by the impact assessment framework Evaluation for partners - each partner will develop their own evaluation strategy which will be supported by the impact assessment framework Dissemination  Promotion through social media i.e. blog, twitter,  The project conference and publication  National conferences  Learning and skills research network events
  10. 10. The underlying principle of this bid is professionalism, in particular the promotion and development of teachers’ professional identities and attitudes as the key to the enhancement of student learning. Above all, we have a vision of the ‘enquiring teacher’.
  11. 11. Professionalism  Information  Autonomy  Responsibility
  12. 12. The ‘delivery’ metaphor
  13. 13. Best Practice Handle with care!
  14. 14.
  15. 15. High Value High Autonomy Typology of CPD Formal CPD Formal CPD Accredited activities, Accredited activities, conferences, external conferences, external to the organisation to the organisation Experiential CPD Experiential CPD Development of tacit knowledge, skills and expertise Development of tacit knowledge, skills and expertise within within daily practice daily practice Operational CPD Operational CPD Mandated by employers for contract Mandated by employers for contract compliance, legislation and compliance, legislation and organisational policy organisational policy Low Value Low Autonomy Neary, 2014
  16. 16. What is research? It’s what academics do It’s really clever!
  17. 17. “It’s not enough that teachers’ work should be studied; they need to study it themselves” Stenhouse (1975:143) Stenhouse, L. (1975) An Introduction to Curriculum Research and Development. London:Heinemann
  18. 18. “Every teacher needs to become his or her own theory-builder, but a builder of theory that grows out of practice, and has as its aim to improve the quality of practice.” “For too long ‘experts’ from outside the classroom have told teachers what to think and what to do.” Wells, G. (1986) The Meaning Makers London: Hodder and Stoughton
  19. 19. “Action research is a form of enquiry that enables practitioners everywhere to investigate and evaluate their work. They ask, ‘What am I doing? What do I need to improve? How do I improve it?’ Their accounts of practice show how they are trying to improve their own learning and influence the learning of others.” (McNiff and Whitehead 2006:7) McNiff, J. and Whitehead, J. (2006) All you need to know about action research London: Sage
  20. 20. Inquiring
  21. 21. Independent enquirers Effective participants Reflective learners Team workers Self managers Creative thinkers
  22. 22. Problem-based learning “Most learning begins with learning something particular (knowledge and skills) and then, hopefully, using it to solve problems. PBL works the other way round. It begins with the problem and asks learners to identify what knowledge and skills they already have but also what additional learning they need in order to solve the problem.” Scales, P. (2013) Teaching in the Lifelong Learning Sector (2nd Ed.) Maidenhead: Open University Press
  23. 23. Problem-based CPD Kathryn Ecclestone (2010) proposes a ‘problem-based methodology’ for CPD in which teachers formulate their own problems and questions in their own settings and undertake ‘trial and error’ approaches to solving them. Ecclestone, K. (2010) Transforming Formative Assessment in Lifelong Learning Maidenhead: Open University Press
  24. 24. The role of research in supporting practice  Research helped practitioners to improve their practice, reinforced their identity as a professional and improved their organisation’s professional practice (Neary and Hutchinson, 2009).  Most importantly, as the need for evidence-based practice and the trend for governmental organisations, communities and individuals to use research to bring about change become more prevalent, we believe that our community of practice has the potential to make an impact upon the character and organisation of educational research in our institution and beyond. (Solvason and Elliott, 2013).
  25. 25. What’s your problem?
  26. 26. Choosing an area to research  Consider an issue affecting your work/workplace  What could the objective of your study?  What research question are you trying to answer?  What type of research approach is best suited to your questions?  What research methods will be appropriate to collect data?  Who will you select to be part of your study?  What constraints of ethical issues could your study raise? (Scales, Pickering, Senior, Headley, Garner and Boulton, 2011).
  27. 27. Action research Jo Hutchinson
  28. 28. Activities for next session The blog • Make at least one entry (more are welcomed) • Outline an area you wish to focus your research on • What are the ethical issues you need to consider Prepare an outline for your research which addresses the following:  Topic of proposed study  Aims and objectives  Rationale for the study (What has prompted this topic area)  Appropriate literature  Outline of methods  Resources you might need  Ethical considerations- consent, deception, withdrawal, confidentiality, data protection ( I will draft a proforma to guide you and upload it to the blog)
  29. 29. Contact details Pete Scales   01332 591595 Siobhan Neary   01332 591580 Jo Hutchinson   01332 591367