Teacher enquiry as a vehicle for professional development - Ros McLellan
•Download as PPTX, PDF•
1 like•2,327 views
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
Recommended
Recommended
More Related Content
What's hot
What's hot (17)
Similar to Teacher enquiry as a vehicle for professional development - Ros McLellan
Similar to Teacher enquiry as a vehicle for professional development - Ros McLellan (20)
More from The Higher Education Academy
More from The Higher Education Academy (20)
Recently uploaded
Recently uploaded (20)
Teacher enquiry as a vehicle for professional development - Ros McLellan
- 1. Teacher Enquiry as a vehicle for professional a vehicle for Teacher Enquiry asdevelopment: professional development: Lessons from the SUPER Partnership Lessons from the SUPER Partnership Ros McLellan rwm11@cam.ac.uk
- 2. Overview • Will be talking about CPDL not ITE • Enquiry work in school and linked formal accreditation – particularly MEd • Methodological approaches • Integrating practical teaching to academic work • Collaboration
- 3. Who are we? 12 Schools + Faculty
- 4. The ‘Why’ The 'Schools-University Partnership for Educational Research’ (founded 1998) aims: • to create useful educational research within a schoolsuniversity partnership; • to document and explore partnership between schools and the university. Key Questions include: • What kinds of research knowledge do schools and teachers value and find useful, in what ways and why? • How can research with teachers be facilitated from within and without schools?
- 6. Professional Learning for Whole School Development Need for an external ‘expert’ Cordingley et al, (2007) / enquiry-oriented learning and leadership BERA / RSA Inquiry (2013) • Specialists built the CPD processes on what teachers knew and could do already, with an emphasis on individual learning. • In most cases, the CPD lasted longer than two terms, and the specialist contact with teachers (both scheduled and ‘on call’ sessions) took place over 10 days or more. • Specialists encouraged and guided the teachers in supporting each other. • Specialists introduced the theoretical and practical knowledge base. • Ongoing specialist support included modeling, workshops, observation and feedback, coaching, and planned and informal meetings for discussion. http://www.eppi.ioe.ac.uk/cms/Default.aspx?tabid=2275
- 7. The ‘What’: Research - inquiry groups & support • An inquiry group of Teacher Research Coordinators (TRCs) and faculty • meet around 6 times a year to discuss, share and plan research • Critical friendship for all schools from faculty team members • Partnership Steering Group: strategic planning, review and development
- 8. Research Projects: within schools
- 9. Research Project across schools: Pupil Engagement
- 10. Research Project across Schools: Embedding / enhancing a research culture What are the barriers? What are the opportunities? What are the constraints?
- 11. Research Project across schools: Third Space School Faculty Bhabha: Third space Bourdieu: Habitus, capital & field
- 12. Structures: Annual Conference in June
- 13. Structures: Faculty seminars & events • Hosting seminars & guest speakers at the Faculty of Education • Publicise faculty events of interest to teachers
- 14. Structures: Masters in Education • 2 years part-time • Faculty-based lectures / workshops • 2 X 6,500 word essays • School-based research project (Thesis) • Individual & group supervision • Membership of a Cambridge college
- 18. Follow us on Twitter / Blog http://schooluniversitypartn ership.wordpress.com/
Editor's Notes
- Heads came to the uni to ask to do something different – based on the Faculty long-term commitment to enquiry-based learningSo our concerns are very central to the theme of today’s conference
- Here’s two publications arising from the work. Second book dates from the time the network had funding from network learning communities.
- Has been a bit of a shift of emphasis from partnership to university serving schools – now the partnership is essentially self-financing by schools paying for expertise from the Uni – seen as experts needed to promote professional learning – see Eppi centre review. Recent BERA / RSA Inquiry suggests the importance of enquiry-oriented learning and leadership.Note focus is on school-improvement so work we do needs to link to school priorities /SEF etc.
- Arthur MellowsStudent Engagement: perspectives of pupils, teachers and governors BiddenhamInvestigate the potential impact of mobile technologies (iPad/TV) on student engagement: ‘What happens to your teaching when you are no longer tied to the front desk?’ BottishamHumanities Faculty Research into year 11 students’ self- generated intervention targets EtonburyLooking at achievement in Maths – comparing teaching styles/engagement etc. across middle, lower and primary schools Impington Engagement of middle ability students: their perceptions of engagement in comparison to their teachers' perceptions oftheir engagement.IvoWhat are the current barriers to using the VLE to improve student engagement (staff and student perspectives)?How can VLE tools such as ‘communities’, ‘forums, ‘wikkis’, and email be used to improve student engagement? Is there evidence to support the notion of the ‘four discourses’ in relation to student engagement? Samuel WhitbreadTo what extent can coaching from upper school students influence the engagement of disengaged year 8 students actively in their own learning? SohamHow is questioning associated with positive teaching outcomes? SharnbrookHow discourses for engagement can provide a framework for explaining/evaluating issues raised by a new mentoring scheme Learning discourses: developing active, independent and engaged learning amongst passive yr 11 students Developing active & engaged learning amongst yr 12 by promoting learning discourse in the classroom SawstonInduction of SVC into engaging in engagement research: What are we learning about engagement at SVC? StrattonHow do students perceive their role in engagement?
- Good example of partnership work – faculty staff conduct review of literature – share with schools, design research questions, gather data from all schools – share and discuss findings – which inform schools’ research plansTrying to find ways to collaborate drawing on each others’ strengths
- Current focus. Will be helped in evaluating this through the ‘Research network for education reform project’ Frank Cornelison – Marie Curie Fellowship.
- Not just looking at student engagement – also researching the process of working together: Third SpaceNow looking at potential research projects across networks – Franz – chapter in Franz’s book.
- The TRC inquiry group is the engine of the partnership, together with the CF visits into school but there are other key structural features including the annual conference
- Termly seminars – provide opportunities for networking. Latest one last week – Colleen talking about changing educational landscapesResearch Lesson Study – Pete DudleyAssessment for Learning – Sue SwaffieldStudent voice – Prof Michael FieldingTeaching and Learning – Prof Mary James
- But perhaps the most important supporting structure is the MEd programme. This was brought in, in 2005 for two reasons – to provide a mechanism for funding our work in a way the university would support but secondly to build research capacity. Now onto 5th cohort with 19 colleagues from the network – vibrant. Approx 55 successful completions. ‘Incestious’ network as colleagues successfully completing the masters programme often move to other SUPER schools for promotion.Quite a few of our TRCs (9 current and past) have completed the Masters programme and two now doing the EdD.Option of 1 year is done PGCE within the last 2 years. Logistically challenging but we incorporate this by topping up methodological approaches
- As our Masters is a research masters – research methodology and methods are at the heart of what we do
- Support for the course through our VLE – complements teaching sessionsShow them term 2 from the 2011-13 cohort. Gives an overview of research methods and approaches. Includes number of workshops / carousels etc. Trying out methods in the classroom. So very much linking practice to theory. Show them research project support links – overview of different methodologies. Students typically undertake a case study, or action research, or do a mixed methods study.
- Network site provides opportunity for dissemination of their work within the network outside of the conferenceShow MEd summaries – under individual schools e.g. sam whit – gives a flavour of the work colleagues doProjects are linked to school priorities and we expect these to be collaborative – we do sessions to support them in leading an inquiry group and linked closely to our network focus on research culture.
- If you’re interested in knowing more follow us via Twitter or our blog
- And there’s more info on the Faculty website.