Two Initial Teacher Educators- Two Stories. Karen Vincent and Judith Roden Canterbury Church University Jubilee Conference 2012.

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Presentation transcript:

Two Initial Teacher Educators- Two Stories. Karen Vincent and Judith Roden Canterbury Church University Jubilee Conference 2012

Autobiographical and Narrative Research Stories are important to research in educational settings because they allow the report of those experiences that “which not otherwise be made public by other ‘traditional’ tools of the trade” (Clough, P. (2002) Narratives and fictions in educational research, Buckingham OUP p.8-9) Goodson and Sikes (p.59) has drawn attention to his conviction that the importance of teachers’ work and the life histories are central to the reconceptualisation of educational study and professional development. (Goodson, I and Sikes, P. (2001) Life history research in educational settings: Learning from lives Buckingham OUP)

‘We believe that the ability to articulate the purposes underpinning practice for oneself and others is a desirable professional competency to be developed by both teacher educators and student teachers. However, even though it may well be desirable, it is complex and difficult to do and is particularly difficult to develop alone.’ (Loughran. J and Berry A.(2005) Modelling by Teacher Educators Teaching and Teacher Education 21 pp )

Karen’s Story Disconcerting Overwhelming Ultimately empowering

What is it to be in my world of teacher education?

Opportunity…

Judith’s Story

Relationship between university and school – really key. but it is a changing role. External examining offers insight.

Themes that arose from sharing our experiences The student is key – we need to know our students – students matter Teaching matters – but what kind of teaching is appropriate? Imparting of knowledge v drawing out Shared experience of context matters – tutors working in school with students – the role of the tutor here is important. What should the tutor do/ Observe and assess teaching? Shared experiences as developing professional in the process of developing professionals.

How we have moved on… Revalidated model – may have been informed by our reflections Context is ever-changing. Raised further questions

Implications for UK and Beyond Share experiences of teacher educators more widely – Induction implications for new teacher educators Evaluate the success of different ITE curricular models, Undergraduate, PGCE and Teach First – have started to do this – changes to programme through revalidation

References Berry, A. and Loughran, J, Teaching about teaching chapter 15 in Just who do we think we are? Methodologies for autobiographical and self study in teaching Mitchell, C., Webber, S. and O’Reilly-Scanlon., K. e- books 2005) Clough, P. (2002) Narratives and fictions in educational research, Buckingham OUP Goodson, I and Sikes, P. (2001) Life history research in educational settings: Learning from lives Buckingham OUP (Loughran. J and Berry A.(2005) Modelling by Teacher Educators Teaching and Teacher Education 21 pp )