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B3 - Alison Jackson & Rebecca Westrup (Cumbria): The Development Needs of Teacher Educators
B3 - Alison Jackson & Rebecca Westrup (Cumbria): The Development Needs of Teacher Educators
B3 - Alison Jackson & Rebecca Westrup (Cumbria): The Development Needs of Teacher Educators
B3 - Alison Jackson & Rebecca Westrup (Cumbria): The Development Needs of Teacher Educators
B3 - Alison Jackson & Rebecca Westrup (Cumbria): The Development Needs of Teacher Educators
B3 - Alison Jackson & Rebecca Westrup (Cumbria): The Development Needs of Teacher Educators
B3 - Alison Jackson & Rebecca Westrup (Cumbria): The Development Needs of Teacher Educators
B3 - Alison Jackson & Rebecca Westrup (Cumbria): The Development Needs of Teacher Educators
B3 - Alison Jackson & Rebecca Westrup (Cumbria): The Development Needs of Teacher Educators
B3 - Alison Jackson & Rebecca Westrup (Cumbria): The Development Needs of Teacher Educators
B3 - Alison Jackson & Rebecca Westrup (Cumbria): The Development Needs of Teacher Educators
B3 - Alison Jackson & Rebecca Westrup (Cumbria): The Development Needs of Teacher Educators
B3 - Alison Jackson & Rebecca Westrup (Cumbria): The Development Needs of Teacher Educators
B3 - Alison Jackson & Rebecca Westrup (Cumbria): The Development Needs of Teacher Educators
B3 - Alison Jackson & Rebecca Westrup (Cumbria): The Development Needs of Teacher Educators
B3 - Alison Jackson & Rebecca Westrup (Cumbria): The Development Needs of Teacher Educators
B3 - Alison Jackson & Rebecca Westrup (Cumbria): The Development Needs of Teacher Educators
B3 - Alison Jackson & Rebecca Westrup (Cumbria): The Development Needs of Teacher Educators
B3 - Alison Jackson & Rebecca Westrup (Cumbria): The Development Needs of Teacher Educators
B3 - Alison Jackson & Rebecca Westrup (Cumbria): The Development Needs of Teacher Educators
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B3 - Alison Jackson & Rebecca Westrup (Cumbria): The Development Needs of Teacher Educators

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  • 1. The Professional Development Needs of Teacher Educators in Higher Education Institutions (HEIs) and School-based Mentors in Schools Researcher: Becca Westrup Research manager: Dr Alison Jackson University of Cumbria
  • 2. Aims
    • to identify the current and future support needs of teacher educators in Higher Education Institutions providing Initial Teacher Education for schools;
    • to identify the current and future support needs of student teacher mentors in schools;
    • to clarify the important CPD issues as perceived by these staff;
    • to inform TDA internal planning for the 2009-10 business year by understanding the critical issues and challenges facing ITE providers.
  • 3. Wider Context
    • Professional development literature
    • NQT survey
    • Rose Review
    • Ofsted reports
    • Teach First
    • ESCalate ITE documentation
  • 4.
    • The quality of teaching depends in large measure on the quality of teachers; the quality of teachers depends in large part upon the quality of their professional education; the quality of teacher education depends in large measure on the quality of those who provide it, namely teacher educators.
    • Murray (2006) drawing on Turney and Wright (1990)
  • 5.
    • A review of the literature suggests that research investigating the experiences of teacher educators is limited (Korthagen, Loughran and Lunenberg, 2005)
  • 6.
    • There is a wealth of information about how teachers develop professionally .. But little about how teacher educators develop professionally (Smith, 2003)
  • 7. Research Design
    • Methods of Data Collection:
    • Survey
    • Focus groups
    • Data Analysis:
    • Qualitative
    • Analysis of key themes
  • 8. Teacher Educators
  • 9. Challenges and Opportunities
    • School Placement Learning
    • Assessment
    • Masters Level learning and teaching
    • School mentor support
    • Partnership arrangements
    • Course content/curriculum
    • Every Child Matters/Multi-agency working
    • Balancing the ideal against the reality of working in schools today
    • Any other challenges and opportunities
  • 10. Longer term needs of teacher educators:
    • The acknowledgement and appreciation of work that those involved in ITE provision do (including school-based mentors);
    • More opportunity and communication links to enable discussion with colleagues based in HEIs and schools;
  • 11.
    • Funding for research to involve student teachers in the researching or developing of ways of working
    • Consider whether current CPD delivery always meets staff learning needs – create new ways of delivering CPD ..
  • 12.
    • ‘ CPD should be more about opportunity because we have the expertise, we have these things in place, we need time, the flexibility, the funding, we need the acknowledgement.’
  • 13. Themes- Teacher Educators
    • Communication and collaboration
    • Investments in terms of time and resources
    • Research- by them/of them/by their students
    • Future directions e.g. MTL
  • 14. School-based Mentors
  • 15. Challenges and Opportunities
    • School Placement Learning
    • Assessment
    • Masters Level learning and teaching
    • School mentor support
    • Partnership arrangements
    • Course content/curriculum
    • Every Child Matters/Multi-agency working
    • Balancing the ideal against the reality of working in schools today
    • Any other challenges and opportunities
  • 16. Themes- School Based Mentors
    • Communication and Collaboration
    • Sharing ‘good’ practice
    • Construction of knowledge
    • Autonomy
    • Training and Support Programmes
    • Recognition of their role
  • 17. ‘ Is it a question of CPD or Community Development?’
    • Opportunities for communication
    • Autonomy
    • Strengthen school-based mentor support
    • Multi-agency working
    • ‘ Teaching - a Masters profession’
  • 18. Where is the full report
    • On the TEAN website:
    • www.tean.ac.uk
    • www.cumbria.ac.uk/tean
    • Go to Teacher Educators’ Storehouse
  • 19. What is TEAN?
    • Teacher Education Advancement Network
    • www.tean.ac.uk
    • www.cumbria.ac.uk/tean
    • [email_address]
  • 20. Workshop
    • Reaction to findings of research
    • What can TEAN do for you?
    • What is your synthesis of the current and future development needs of Teacher Educators in HEIS (and School-based mentors if you wish)
    • for publication on the TEAN site

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