1. STRUCTURED GROUP AND INDIVIDUAL LEARNING THROUGH STUDIO TIME An investigation into studio time design and student engagement in tasks Researchers: Liz Melchior, Delia Baskerville, Liz Thevenard, Vicki Thorpe Research Assistant: Tara Evans

2. Presentation Overview Background Methodology Themes Findings Recommendations

3. Background  Defining studio time  Historical perspectives Aims  Use of studio time  Student perceptions vs coordinator intentions  Evidence to influence future design

4. Literature Review  Teacher education  University model

5. Methodology  Case study  Research participants  Data collection  Data analysis “Case study research in education is conducted so that specific issues and problems of practice can be identified and explained” (Merriam, 1998, p.34).

6. Findings  Task design important  Correlation between student and coordinator responses

7. Themes 1. Organisation and content ◦ Belief ◦ Practice ◦ Critique 2. Recommendations

8. Organisation and Content: Belief Pre-service teachers “…contact time with our lecturers has been cut, and so this is a way of our lecturers making sure that we get the work through to us that we need to learn and we need to know.”  Designed to save money  Structured independent or group work  Consolidation of learning  Practical experiences Course coordinators “Studio time essentially was meant to give us more time and keep the students from losing time. And it probably hasn't succeeded in either area.”  Designed to free lecturers up for research  Set tasks to apply theory to practice  Taking learning to a deeper level  Practical experiences

9. Organisation and Content: Practice Pre-service teachers “We don’t just want to be reading in studio time...we can do this at home!”  Practical, useable, structured activities  Group tasks  Lecturers present for at least part of the time Course coordinators “What I want them to do in studio time, and what makes it valuable, is to actually critique and interact with each other.”  Structured, practical activities  Group interaction  Demonstrations/practical workshops

10. Organisation and Content: Critique Pre-service teachers “ If studio-time is poorly organised students don’t turn up.” Studio time works when:  Clear expectations  Flow-on from lectures  Well organised groups  All contribute Studio time does not work when:  No accountability  Timetabling problematic Course coordinators “The majority of students we get in primary have no expertise within particular curriculum areas...have little confidence...”  Student cohorts have different needs  Student accountability  Lecturer feedback  No time for research

11. Recommendations Recommendations Pre-service teachers “I want to learn from teachers how to teach, and I want you to show me and, and then let’s practice it, and let’s do it.” Studio time should focus on theory in practice:  Purposeful tasks  Accountability  Details in course outlines Course coordinators “There must be adequate supervision to ensure best practice.” Studio time design should be more flexible to meet student needs:  Lecturer collaboration and innovation  Accountability  Details in course outlines

12. Implications “The idea, or habit, still held by the majority of teacher training institutions is that if they teach about learning and teaching in a clear and transmissive way, student teachers will make the effort to put this knowledge into their own practice” (Schelfhout, Dochy, Janssens, Struyven, Guelen & Sierens, 2006, p. 877). “It’s a bit like teaching someone to drive a car by reading a book.”

14. References Korthagen, F., Loughran, J. & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education 22(2006) 1020-1041. Merriam, S. (1998). Qualitative research and case study applications in education revised and expanded from case study research in education. San Francisco: Jossey-Bass Publishers. Phillips, R. (2005). Challenging the primacy of lecture: the dissonance between theory and practice in university teaching. JUTLP, 2:1, 1-13 Reid, D.J. & Johnston, M. (1991). Improving Teaching in higher education: student and teacher perspectives. Educational Studies, 25: 3 (1999), 269-281. Schelfhout, W., Dochy, F., Janssens, S., Struyven, K., Guelen, S. & Sierens, E. (2006). Educating for learning-focused teaching in teacher training: The need to link learning context with practical experiences within an inductive approach. Teaching and Teacher Education 22(2006) 1020-1041. Tillema H. (2000). Belief change towards self-directed learning in student teachers: immersion in practice or reflection on action. Teaching and Teacher Education 16 (2000) 575-591. Tillema, H. & Kremer-Hayon, L (2002) “Practising what we preach” – teacher educators’ dilemma in promoting self-regulating learning: a cross case comparison. Teaching and Teacher Education 18 (2002) 593-607.