The beginning teacher educator - shifting identities Becoming a researcher case 1: Ethiopia case 2: UK Where to next?

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The beginning teacher educator - shifting identities Becoming a researcher case 1: Ethiopia case 2: UK Where to next?

Geophysics in industry Science education An unconscious positivist A thwarted HoD Mathematics/education Teacher professional development ‘Scholarly’ habits! GillMichael

Sub-identities of teacher educators (Swennen et al., 2010): as school teachers as teachers in HE as researchers as teachers of teachers “…there were not distinct moments when we were only researchers or only practitioners…” (Cochran- Smith, 2005:219) What is a teacher educator? But I teach teachers: there is no time for research!

“There’s a desperation for people to do the teaching…that’s the emphasis…I suspect that a lot of people have the desire to do research…but they find when they get here there’s a huge teaching load” (Griffiths et al., 2010:253) Why is it important for a teacher educator to be research active?

Tanner & Davies (2009) found that being research active influenced the practice of teacher educators in these ways: 1. improved knowledge of the literature impacting on teaching 2. increased research capacity, confidence and skills 3. greater critical awareness “To build a culture of reflective practice, research must be an essential part of teacher professional development from the outset” (ibid:386)(our emphasis)

Research? I would love to be researching but I don’t have time! I am surrounded by researchers: they seem to be working inside a glass house. I can see much of what they are doing but cannot find a way to join them.

researching your own practice (Mason, 2002) – pedagogical practice Beginning teacher educator ? Experienced teacher educator ‘original research’ “scholarship of discovery” (Boyer et al., 1994; in Boyd et al., 2007:16) Experienced researcher/Professor

“…impetus for change/innovation through deepening the participants’ understanding of social processes and developing strategies to bring about improvement” (Noffke & Somekh, 2005:91)

What’s the big deal with action research?!

HE/ITE induction Tailored to needs of teacher educators? Supporting engagement with/in research

Institutional support TEAN/ESCalate TERN (Murray et al., 2009) - collaboration Sustained award-bearing courses (HDP, PGCert, MA, EdD/PhD,…)

Bassey, M. (1999), Case study research in Educational Settings. Maidenhead: OUP Bekele, A. (2008), Application of Higher Diploma Training skills in classroom instruction: The case of Education Faculty, Jimma University (Ethiopia), Ethiopian Journal of Education & Society, 4(1), pp Boyd, P., Harris, K. & Murray, J. (2007), Becoming a teacher educator: guidelines for the induction of newly appointed lecturers in Initial Teacher Education, Bristol, HEA ESCalate, available at Cochran-Smith, M. (2005), Teacher educators as researchers: multiple perspectives, Teaching and Teacher Education, 21, pp Griffiths, V., Thompson, S. & Hryniewicz, L. (2010), Developing a research profile: mentoring and support for teacher educators, Professional Development in Education, 36(1), pp Holland, D., Lachicotte, W., Skinner, D & Cain, C. (1998). Identity and Agency in Cultural Worlds, London, Harvard University Press Mason, J. (2002), Researching your own practice: the discipline of noticing, Abingdon, Routeledge Falmer Munn, P. (2008), Building research capacity collaboratively: can we take ownership of our future?, British Educational Research Journal, 34(4), pp

Murray, J. (2008), Teacher educators’ induction into Higher Education: work-based learning in the micro communities of teacher education, European Journal of Teacher Education, 31(2), pp Murray, J. et al. (2009), Research and teacher education in the UK: building capacity, Teaching and Teacher Education, 25, pp Somekh, B. & Zeichner, K. (2009) Action research for educational reform: remodelling action research theories and practices in local contexts, Educational Action Research, 17(1), pp.5-22 Swennen, A., Jones, K. & Volman, M. (2010), Teacher educators: their identities, sub-identities and implications for professional development, Professional Development in Education, 36(1), pp Tanner, H. & Davies, S. (2009) How engagement with research changes the professional practice of teacher-educators: a case study from the Welsh Education Research Network, Journal of Education for Teaching, 35(4), pp Tessema, K. A. (2006), Contradictions, challenges and chaos in Ethiopian teacher education, Journal for Critical Education Policy Studies, 4(1)