Global approaches to the professional development of Teacher Educators

Dr Rebecca Eliahoo

Introduction and focus

• PhD study of English TEDs in Further Education (FE) covering 14-19 and adult education• Book on PCET teacher education 2016• Theoretical framework of the research•Methodology• Global perspectives on TED professional

development• Discussion

Theoretical framework: four perspectives• Lave and Wenger’s model of

situated learning (1991) involving a process of engaging in a Community of Practice• Second theory followed Fuller

& Unwin’s (2004) work using an apprenticeship model to describe teacher training.• Continuum of expansive or

restrictive professional development

Theoretical framework• Third perspective Cultural Theory of

College-based Learning• Transforming Learning Cultures in

Further Education (TLC) project is part of the Economic and Social Research Council’s (ESRC) Teaching and Learning Research Programme (TLRP) TLCFE was a four-year longitudinal study that took a ‘cultural’ approach to learning in FE, combining both cognitive and situated learning approaches.

• Hodkinson et al (2008)

Theoretical framework

• Fourth theoretical perspective related to Eisner’s use (2002) of Greek concepts episteme and phronesis to explore the conditions for excellent practice - leading to ‘artistry’• Further developed by Korthagen

and Kessels (1999) and Loughran (2006)

METHODOLOGY• Mixed methodology• Ten in-depth interviews with experienced TEDs (5

male, 5 female; 5 HEI, 5 FEI)• These became case studies and some often- repeated

statements were included in an online survey with a Likert scale

• Online survey • Focus group• Thematic analysis

University of Nevado, Reno, USA• Seven TEDs used self-study methodology to explore their own

dispositions towards their students. • Julie Pennington and colleagues were working across different

academic disciplines in the same University when TED Cynthia Brock asked:

• If I turn a mirror on myself, am I going to do the same things that I’m chastising teachers for doing in my classroom? (2012 p.69)

• Audio-recorded and shared their informal monthly group meetings over a two-year period, focussing on their teaching and students.

• Pennington et al highlighted: 1. Importance of positive professional dispositions in teaching

(e.g. desire for social justice); and2. Lack of knowledge about the dispositions of TEDs themselves.

Their analysis was intended as a call to examine teacher educator dispositions (Pennington et al., 2012).

Association of Teacher Education in USA (ATE)

• In 1992, ATE started a process to identify standards for TEDs and these were regularly revised as necessary (Ducharme and Ducharme 1996).

• They identified four reasons for serious, sustained study of TEDs:1. Teacher education’s presence in US HE in the 1990s was

relatively recent and problematic, with contentious debates about ITE’s place in HE.

2. ITE has substantive ties to schools as sites of ITE research.3. Critics of ITE in the USA based their negative images on blanket

condemnation and hearsay. 4. Lack of knowledge about TEDs and what they do.

• ATE helps develop a scholarly, professional identity for US TEDs through: professional standards; professional networks; and an Emerging Scholars programme (Embry-Jenlink and Peace 2012).

Dutch Association of TEDs (DATE)• The Dutch Association of TEDs (DATE) started their own

project ‘The Professional Quality of Teacher Educators’ in 2007 which asked TEDs to self-assess against Dutch professional standards (DATE, 2011) and undertake appropriate professional development, after which they were registered as certified TEDs (Koster and Dengerink, 2008; Koster et al., 2008).

• Subsequently, Bob Koster, Jurrien Dengerink, Fred Korthagen and Mieke Lunenberg (2008) examined 25 completed portfolios made by TEDs who had taken part in the standards-based procedure of self-assessment and professional development.

• They found that TEDs preferred developing their knowledge and skills, rather than changing their attitudes and beliefs. They experimented with new classroom activities; and interacted more with colleagues.

Flemish Association of TEDs (VELOV)• In Belgium, VELOV felt that ‘professional standards’ were too

static and didn’t match their desire to support the professional development of TEDs. They adopted a ‘professional profile’ to be used as a process of self-improvement.

• Based on US and Dutch professional standards, the professional profile lists characteristics of TEDs, such as:• Mastery of teaching skills;• Awareness of the choices they and other teachers make and the

rationale for these;• Technical repertoire to help them come up with alternative ways of

approaching situations;• Broad background knowledge e.g. pedagogy and supervision;• Proficiency in oral and written communication;• Congruence: the ability to model good practice;• Helicopter perspective: the ability to think critically about

education.

MOFET Institute, Israel• The MOFET Institute is a national in-service teacher education

centre in Israel which also prepares new TEDs. Based on her work at MOFET, Kari Smith identified practical suggestions for the development of TEDs through: • Higher degrees• In-service workshops and seminars • Staff development• Feedback on teaching• Voluntary and formal support• Peer tutoring (Smith, 2003, p. 205):

• She recommended that TEDs attend international seminars and conferences so that they can present and receive feedback on research; & invest in professional relationships beyond their own institutional and national borders.

Transition is complex and messy: USA• Todd Dinkelman drew on his experience as a University TED to

examine professional identity and how it was influenced by external factors and internal self-rationalisation. Combining self-study and case studies, Todd Dinkelman asked: ‘what happens as teachers make the transition from classroom teacher to University-based teacher education?’ (Dinkelman, Margolis and Sikkenga, 2006a p.6; Dinkelman, Margolis and Sikkenga, 2006b).

• The most striking examples they identified together were: a. the difference in time for reflection/scholarship in HE vs

schools;b. ITE is little valued in institutions whose reputations rest on

research and publications;c. research & practice tensions can be bridged through self-study;d. TEDs need to do ‘real’ teaching, not just ITE, to maintain

credibility.

The rocky road in Oz• Denise Wood and Tracey Borg examined the transition

from teacher to TED in Australia. Self-study analysed their own experiences to propose new strategies for their University to support the transition of new TEDs (2010, p.18).

• Also explored conflicts and tensions experienced by 4 new TEDs: ‘the rocky road’, e.g. grappling with changed levels of autonomy, institutional isolation, new technologies and the pressure to enter the research culture (Wood and Borg, 2010, p. 18).

• Acknowledged the impact of individual internal pressures (2010, p. 26) which might impede/promote the development of a new professional identity.

• Strategies and processes need to be in place e.g. support from mentors; opportunities for professional development in teacher education; and support for research.

Becoming TEDs in Canada

• In Toronto, Becoming Teacher Educators (BTE) was a 3-year support group for 12 doctoral students who wanted to become TEDs.

• Research showed that most new TEDs in Canada were not inducted or supported in any significant way (Kosnick et al., 2011).

• Inspired by the work of Jean Murray in schools ITE, 12 doctoral students, who wanted to become TEDs, along with two professors, formed the BTE study group to address the logistics of teacher education & professional identity issues.

• Produced a strong community with shared leadership; opportunities to develop knowledge of teacher education; improve research skills and improve practice; share thoughts and questions; explore their fears, and deal with challenges and surprises of teacher education (Kosnick et al 2011, p.360).

Dancing in the ditches

• ‘Quality Teaching Action Learning’ was a professional development project encouraging collaboration between 3 academics and 35 school teachers in Australia in 2003, in order to improve practice (Reynolds, Ferguson-Patrick and McCormack, 2013).

• Schools were encouraged to identify areas of need and to develop projects to assist in improving the quality of teaching and learning.

• The collaboration was designed to get everyone out of their comfort zone and ‘dancing in the ditches’ – an uncomfortable place that often holds unexpected dangers in Australia.

• What emerged was TEDs’ transformative role &the differences in perception of this role: • Teachers saw the TEDs’ role as a practical/technical, activity which aimed

to get a specific job done to achieve certain goals. • The TEDs agreed, but saw themselves in a more mediating role which

centred on being more reflexive than the teachers.

Discussion

•Please look at summary table and tick the initiatives which you think might be feasible for English FE teacher educators• In groups, identify any questions you

may have

References• ATE (1992) Standards for Teacher Educators. [Online]. Available at:

http://www.ate1.org/pubs/uploads/tchredstds0308.pdf. [Last accessed 1 May 2014].

• DATE (2011) Knowledge base of teacher educators. [Online]. Available at: http://www.velon.nl/english/about_velon. [Last accessed 1 May 2014].

• Dinkelman, T, Margolis, J and Sikkenga, K (2006b) 'From teacher to teacher educator: reframing knowledge in practice'. Studying Teacher Education, 2: 2, 119-136.

• Eisner, E. W. (2002) 'From episteme to phronesis to artistry in the study and improvement of teaching', Teaching and Teacher Education, Vol. 18, pp. 5-385.

• Fuller, A. and Unwin, L. (2004) 'Expansive Learning Environments: Integrating Personal and Organisational Development', In Routledge (Ed.), Workplace Learning in Context (pp. 126-144). London: Routledge.

• Fuller, A. and Unwin, L. (2010) 'Learning as Apprentices in the Contemporary UK Workplace: creating and managing expansive and restrictive participation', Journal of Education and Work Vol. 4, pp. 407-426.

• Hodkinson, P., Biesta, G. and James, D. (2008) 'Understanding Learning Culturally: Overcoming the dualism between social and individual views of learning', Vocations and Learning, Vol. 1, pp. 27-47.

References• Korthagen, F. and Kessels, J. (1999) 'Linking Theory and Practice: Changing

the pedagogy of Teacher Education', Educational Researcher, Vol. 28 No. 4, pp. 4-17.

• Kosnick, C, Cleovoulou, Y, Fletcher, T, Harris, T, McGlynn-Stewart, M and Beck, C (2011) 'Becoming teacher educators: an innovative approach to teacher educator preparation'. Journal of Education for Teaching: International Research and Pedagogy, 37: 3, 351-363.

• Koster, B, Dengerink, J, Korthagen, F and Lunenberg, M (2008) 'Teacher educators working on their own professional development: goals, activities and outcomes of a project for the professional development of teacher educators'. Teachers and Teaching, 14: 5, 567-587.

• Lave, J. and Wenger, E. (1991) Situated Learning – Legitimate Peripheral Participation: Cambridge University Press.

• Loughran, J. (2006) Developing a Pedagogy of Teacher Education: Understanding teaching and learning about teaching, London: Routledge.

• Loughran, J. (2007). 'Enacting a pedagogy of teacher education'. In T. Russell and J. Loughran (Eds), Enacting a Pedagogy of Teacher Education (pp. 1-15). Abingdon: Routledge.

References• Murray, J. and Male, T. (2005). 'Becoming a teacher educator: evidence from the

field'. Teaching and Teacher Education, 21, 5-142.• Pennington, J L, Brock, C H, Abernathy, T V, Bingham, A, Major, E M, Wiest, L R and

Ndura, E (2012) ‘Teacher Educators’ Dispositions: Footnoting the present with stories from our pasts’. Studying Teacher Education: A journal of self-study of teacher education practices, 8: 1, 69-85

• Reynolds, R., Ferguson-Patrick, K. and McCormack, A. (2013). 'Dancing in the ditches: reflectong on the capacity of a university/school partnership to clarify the role of a teacher educator'. European Journal of Teacher Education, 36 (3), 307-319.

• Smith, K. (2003) 'So, what about the professional development of teacher educators?'. European Journal of Teacher Education, 26: 2, 201-215.

• Smith, K. (2005). 'TEDs expertise: what do novice teachers and TEDs say?'. Teaching and Teacher Education, 21 (2), 177-192.

• Swennen, A. and van der Klink, M. (2009). 'Introduction and Overview'. In A. Swennen and M. van der Klink (Eds), Becoming a Teacher Educator (pp. 1-7): Springer.

• VELOV (2012) The Flemish Teacher Educator Development Profile [Online]. Available at: www.velov.eu [Last accessed 27 July 2015].

• Wood, D and Borg, T (2010) 'The Rocky road: The journey from classroom teacher to teacher educator'. Studying Teacher Education, 6: 1, 17-28.