1. 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

2. 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)

3. 1988
2002
(Burstow & Maguire 2013)

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

5. 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

6. 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),

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

8. 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

9. 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

10. 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, Available online open access at
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),
Boyd, P. (2014) Learning Conversations: teacher researchers evaluating dialogic strategies in early years settings. International Journal of Early Years Education, 22 (4), Available online open access at
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), Available at
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

11. 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
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),
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), Available at
Brew, A. (1999) Research and Teaching: chanmging relationships in a changing context. Studies in Higher Education, 24 (3) ,
Burstow, B. & Maguire, M 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.

12. Copping, A. (2007) 'Just tell us what we need to know': examining conceptions of learning and teaching. Practitioner Research in Higher Education, 1 (1), Available online open access at
Gallagher, P. (2004) How the metaphor of a gap between theory and practice has influenced nurse education, Nurse Education Today, 24 (4),
Kolsaker, A. (2008) Academic professionalism in the managerialist era: a study of English universities. Studies in Higher Education, 33 95),
Labaree, D. (2000) On the nature of teaching and teacher education: difficult practices that look easy. Journal of Teacher Education, 51 (3),
Hager, P. (2008) Learning and metaphors, Medical Teacher, 30 (7),
OECD (2005) Teachers Matter Available online open access at
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
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,