A role for teacher research in initial teacher education

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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

Published in: Education, Career
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A role for teacher research in initial teacher education

  1. 1. A role for teacher research in initial teacher education Professor Tim Cain, Edge Hill University edgehill.ac.uk
  2. 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 education edgehill.ac.uk
  3. 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 influence edgehill.ac.uk
  4. 4. Teacher research researches… Beyond Institution Teacher Past experiences/ knowledge/ expectations Students Pedagogy/ Regulation Past experiences/ knowledge/ expectations edgehill.ac.uk
  5. 5. Teaching: epistemology  Ready access to data  All data mediated through the teacher’s self edgehill.ac.uk
  6. 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 & values ‘mission creep’ Research can become individual Research not prioritised edgehill.ac.uk
  7. 7. Teaching knowledge Research knowledge Procedural – partly tacit Propositional For developing students For understanding situations Practically-driven Theoretically-driven Messy Focused Situation specific Generalised Quick Slow T R edgehill.ac.uk
  8. 8. Tripp, 2003 edgehill.ac.uk
  9. 9. Examples Jo Mattock: Behaviour management Mel Holmes: Formative assessment Alison Larrett: Freedom to learn Satisfy the conditions for one-turn action research, based on literature However, quite insular edgehill.ac.uk
  10. 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. 11. tim.cain@edgehill.ac.uk edgehill.ac.uk

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