Its Just Like being a Student: Making Space for Teachers to Think Yvon Appleby University of Central Lancashire, Preston, UK Presented at 16 th International conference on learning: University of Barcelona July 2009

Writing a book together: The project Background - existing recognition of the value of writing to share research/practice insights: Through the Looking Glass University funding to create opportunity for ITT managers and teachers to share insights Developing existing ITT partnership Developing individuals by becoming authors not just teachers – a leap in the dark

Making a space to think through writing Two one day workshops to support writing Ideas: what matters to you – what do you want to share with others? How to write – different styles, different voices Critical reading and discussing what works. What does a book that will be useful look like? Editing and support whilst writing

The product…the book I look up what do I see ….. your head on the desk, not looking at me! - Liz Mayes Learning from the Prestolee school experience - Harold Heath Glimpsing the whole at a glance: using pictures and images to help teacher trainees make sense of the action research journey –Paolo Reale You have to be in it to win it reflections on action research - Karen Kay Mentoring a tool for learning, reflection and action - Alex Pandolfo Teaching from a feminist agenda – the influence of feminist pedagogy on initial teacher training- Geraldine McCusker Supporting initial teacher trainees with learning differences - Paul Smith - Daring to teach teachers: Passion, politics and philosophy in post compulsory teacher education- Debbie Bentley Action research or research in action - Karen Lowe ITT observations and college quality assurance observations: The same but different? Is there a case for combining the two processes? - Duncan Crossland Am I still a teacher? - Alison Barton

The practical process Speaking Listening Debating Embedding ideas in theory Finding other work/research Drafting Revision References

The thinking and feeling process A space to think outside the continual pressure to always be doing at work The chance to engage in a community with ideas and beliefs not just about curriculum discussion The space to reassert being a professional educator – becoming a producer rather than consumer Having a voice and having influence rather than being a passive recipient Growing in confidence and self esteem

The challenges of engaging in thinking through writing Not enough time – would do better next time Critical discussion exposes differences - communities of practice not always unified or positive Exposing oneself as a novice rather than expert – issues of identity management Writing is hard for academics and something to be avoided by teachers Apathy or antagonism from colleagues/ managers for wasting time

Moving from being a provider of teacher education to becoming a creator through writing Writing has provided the supported space to think and talk about practice and pedagogy Writing reminds us of the difficulties of communicating our thinking in writing Discussing what to write supports a reassessment of what matters to us individually and in education more generally The process of writing enables us to be more engaged and critical We can find our voice and hear the voices of others

Reflections not simply conclusions This was the first chance to stop and think about an issue I have felt strongly about but had not previously written about. It was time to take stock and identify how I would like to see change implemented and what would be the consequences of that change. Ive valued discussing the issues/ideas with like-minded colleagues. We do this so little in FE and its a joy to be given time to do this. Its hugely stimulating if rather exposing!

Thinking and writing together as educators Thinking as a transgressive act in education – critical, collaborative and a collective voice Reimagining the meaning of professional identity within managerial educational discourses where CPD and reflection have been individualised and appropriated Challenging ownership of the written word – rebalancing the power of putting thinking into words to be read