Pete Boyd Professor of Professional Learning Inaugural Lecture Being a Professional Educator in an Age of Accountability: knowledge, power, identity and inquiry   Pete Boyd Professor of Professional Learning Inaugural Lecture

The overlapping purposes of Education… Qualification Knowledge and certification Socialisation Preparation for family life, citizenship and employment Subjectification The opportunity to develop as unique human beings and ‘singular beings’ able to respond creatively Good Education in an Age of Measurement (Gert Biesta 2010) Education = Knowledge + Character (Boyd, Hymer & Lockney 2015)

1988 2002 (Burstow & Maguire 2013)

Difficult Practices That Look Easy: The complexity of teaching – clients, purpose, relationships, variables, measuring learning… (David Labaree 2000)

Pedagogy: knowing approaches to teaching and learning   Pedagogy: knowing approaches to teaching and learning Being and doing: identity and practice as a teacher The hot spot: where 'teacher knowing is flowing' Understanding the wider context: knowing the learners, the staff, the school, the community, educational policy framework, wider society Knowing curriculum subject knowledge P C K PCK = pedagogical content knowledge Boyd, Hymer & Lockney 2015

Teachers’ Professional Learning as Interplay Vertical Domain: public (published) knowledge – theory, research, professional guidance, policy Learning as 'interplay' Horizontal Domain: practical (local) wisdom – ways of working here Connected domains Multiple paradigms Boyd & Bloxham (2014) A situative metaphor for teacher learning, BERJ, 40 (2), 337-352.

Cycles of Inquiry: Reflective practice? Systematic evaluation Lesson study Action research Practitioner research Living Theory

Leadership and Power Control Influence, Group of application formation resources of power Identification Influence, Control and group sharing of Formation of power resources Turner (2005); Haslam, Reicher & Platow (2014); Rorty (1986); Foucault 1972

Real World Research R T K E n e x s Knowledge exchange Research Teaching Real World Research R T K E n e x s Boyd & Smith 2014

Bernstein, B. (2000) Pedagogic codes and their modalities of practice in Basil Bernstein, Pedagogy, Symbolic Control and Identity, p. 3 – 24. Maryland: Rowman & Littlefield. Biesta, G.J.J. (2010) Good Education in an Age of Measurement. Boulder: Paradigm. Biesta, G.J.J. (2012) Giving Teaching Back to Education: Responding to the disappearance of the teacher. Phenomenology and Practice, 2, 35-49. Available online open access at https://ejournals.library.ualberta.ca/index.php/pandpr/article/viewFile/19860/15386 Bloxham, S. & Boyd, P. (2007) Developing Effective Assessment in Higher Education: a practical guide. London: Mc Graw Hill / Open University Press. Boyd, P., Hymer, B. & Lockney, K. (2015) Learning Teaching: becoming an inspirational teacher. Critical Publishing. Boyd, P. & Bloxham, S. (2014) A situative metaphor for teacher learning: the case of university tutors learning to grade student coursework. British Educational Research Journal, 40 (2), 337- 352. Boyd, P. (2014) Learning Conversations: teacher researchers evaluating dialogic strategies in early years settings. International Journal of Early Years Education, 22 (4), 441- 456. Available online open access at http://www.tandfonline.com/doi/pdf/10.1080/09669760.2014.968532 Boyd, P. & Tibke, J. (2012) Being a school-based teacher educator: developing pedagogy and identity in facilitating work-based higher education in a professional field. Practitioner Research in Higher Education, 6 (2), 41-57. Available at http://194.81.189.19/ojs/index.php/prhe Boyd, P. (2002) Rose-Tinted Reflection? The Benefits for Teachers of Initial Teacher Education in Secondary Schools. Journal of In-Service Education. Vol. 28 No. 2 p.203-217.

Boyd, P. & Leslie, P. with Teacher Researchers from North Liverpool Teaching Alliance (2015) Learning Conversations Teacher Toolkit: developing practice in early years through practitioner inquiry. Liverpool: Everton Nursery School and Family Centre. Boyd, P. (2014) Using ‘modelling’ to improve the coherence of initial teacher education. In Pete Boyd, Agnieszka Szplit & Zuzanna Zbróg (Eds.) Teacher Educators and Teachers Learning: International Perspectives, Cracow: Libron. Available online at http://libron.pl/katalog/czytaj/id/150 Boyd, P. & Harris, K. (2010) Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity. Professional Development in Education 36 (1-2), 9-24. Boyd, P. & Lawley, L. (2009) Becoming a Lecturer in Nurse Education: The work-place learning of clinical experts as newcomers. Learning in Health and Social Care 8(4), 292-300. Boyd, P. & Tibke, J. (2012) Being a school-based teacher educator: developing pedagogy and identity in facilitating work-based higher education in a professional field. Practitioner Research in Higher Education, 6 (2), 41-57. Available at http://194.81.189.19/ojs/index.php/prhe Brew, A. (1999) Research and Teaching: chanmging relationships in a changing context. Studies in Higher Education, 24 (3) , 291-301. Burstow, B. & Maguire, M. 2013. Disentangling What it Means to be a Teacher in the Twenty-first Century: Policy and Practice in Teachers’ Continuous Professional Learning. In: Mcnamara, O. (ed.) Teacher Learning in the Workplace: widening perspectives on practice and policy. London: Springer. Clarke, S. (2012) Active Learning Through Formative Assessment. London: Hodder. Cochran-Smith, M. & Lytle, S. (2009) Inquiry as Stance: Practitioner research for the next generation. New York: Teachers College Press.

Copping, A. (2007) 'Just tell us what we need to know': examining conceptions of learning and teaching. Practitioner Research in Higher Education, 1 (1), 20-24. Available online open access at http://194.81.189.19/ojs/index.php/prhe/issue/view/7/showToc Gallagher, P. (2004) How the metaphor of a gap between theory and practice has influenced nurse education, Nurse Education Today, 24 (4), 263-268. Kolsaker, A. (2008) Academic professionalism in the managerialist era: a study of English universities. Studies in Higher Education, 33 95), 513-525. Labaree, D. (2000) On the nature of teaching and teacher education: difficult practices that look easy. Journal of Teacher Education, 51 (3), 228-233. Hager, P. (2008) Learning and metaphors, Medical Teacher, 30 (7), 679-686. OECD (2005) Teachers Matter Available online open access at http://www.oecd.org/edu/school/34990905.pdf Sfard, A. (1998) On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27 (2) 4-13. Stenhouse, L. (1975) An introduction to curriculum research and development. London: Heinemann. Whitehead, J. & Huxtable, M. (2015) Living-Educational-Theory research as transformational CPD. Available at Living-Educational-Theory research as transformational CPD http://www.actionresearch.net/writings/jack/jwmhGEIarticle141012.pdf Whitehead, J. & Huxtable, M. (2016) Creating a profession of educators with the living-theories of master and doctor educators. Gifted Education International 32(1), 6-25. Wilson, T. (2001) The proletarianisation of academic labour, Industrial Relations Journal, 35, 250-262.