knowing me, knowing them, knowing how: promoting inclusions in teacher education

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Knowing Me, Knowing Them, Knowing How: promoting inclusions in Teacher Education Philip Garner Collaborative working for inclusionTeacher Education Advancement Network 15 January 2013

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Knowing Me, Knowing Them, Knowing How: promoting inclusions in Teacher Education. Philip Garner ‘ Collaborative working for inclusion ’ Teacher Education Advancement Network 15 January 2013. - PowerPoint PPT Presentation

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Page 1: Knowing  Me, Knowing Them, Knowing How: promoting  inclusions  in Teacher  Education

Knowing Me, Knowing Them, Knowing How: promoting inclusions in Teacher Education

Philip Garner

‘Collaborative working for inclusion’

Teacher Education Advancement Network15 January 2013

Page 2: Knowing  Me, Knowing Them, Knowing How: promoting  inclusions  in Teacher  Education

‘if I had attempted to trace similarities and differences between the start and end points of this period (1987 to 2012) I would most probably arrive at the summary view that so little has changed, and what change that has taken place has come with an ill-wind following. Teacher education…still faces the same conceptual challenges, the same structural difficulties and the same resistance to doing anything very much. Apart, that is, from adopting the equivalent of jumping on sets of populist bandwagons’

Page 3: Knowing  Me, Knowing Them, Knowing How: promoting  inclusions  in Teacher  Education

A challenging climate…

• Equity in education prove increasingly elusive • Continued decline of the public sector - alternative sources of

provision• Policy will be largely laissez-faire but with very tight performance-

based accountability• Traditional employment patterns will gradually disappear• Child poverty will continue to grow in the UK - 3.9 million by 2015

according to Save the Children• Increase in social polarisation & marginalisation• Information technology will become increasingly powerful and

cheaper• ‘Diseasing of childhood’ & the ‘therapeutic state’• Economic constraints likely to continue• Market forces will prevail, increasing privatisation

Page 4: Knowing  Me, Knowing Them, Knowing How: promoting  inclusions  in Teacher  Education

‘one of the key effects of greater inequality is to increase feelings of superiority and inferiority in society’

Wilkinson & Pickett, 2009

Page 5: Knowing  Me, Knowing Them, Knowing How: promoting  inclusions  in Teacher  Education

In education…

• new versions of schooling• new professionals• beatification of OfSTED• demonisation of failure• emphasis on categorisation• preoccupation with PISA performances• professional glue-sniffing & snake-oil merchants

Page 6: Knowing  Me, Knowing Them, Knowing How: promoting  inclusions  in Teacher  Education

The Commission views social segregation in the school system as a problem for equality of opportunity and to system improvement. It heard, for example, of some academies willing to take a ‘low road’ approach to school improvement by manipulating admissions rather than by exercising strong leadership. It is vital, as academies begin to assert their independence more vigorously, that such practices are eradicated. Ensuring excellent teaching and school-to-school collaboration is the route to improve learning and raise achievement for all pupils, no matter what their background

(pp. 7-8)

Page 7: Knowing  Me, Knowing Them, Knowing How: promoting  inclusions  in Teacher  Education

• an apparent trend towards not appointing coordinators for special educational needs (SENCOs)

• a detrimental effect of academisation on the central provision of services for pupils with SEN by local authorities, with some specialist units for pupils with low-level disabilities (such as hearing impairment) cut back

• the possible emergence of a population of pupils who cannot be placed or are placed permanently in alternative provision academies

• academies/chains setting up Free Schools and alternative provision for their SEN and BESD pupils, so removing them from the performance data of the original academy

Page 8: Knowing  Me, Knowing Them, Knowing How: promoting  inclusions  in Teacher  Education

DSM5 (Revised) & ICD 10

• SA sexual anorexia• HD hypersexual disorder• SI/AD sexual interest/arousal disorder

‘If you were really going to pathologise men who can’t stop thinking about sex, that is going to be an awful lot of people’ (Tyrer, 2010)

Page 9: Knowing  Me, Knowing Them, Knowing How: promoting  inclusions  in Teacher  Education

…and also in teacher education

• Lawlor revisited• Balkanisation not permeation• Marginalisation of ‘professional studies’• Reductionism & instrumentalism • Meaning & lottery of ‘partnerships’

Page 10: Knowing  Me, Knowing Them, Knowing How: promoting  inclusions  in Teacher  Education

"For too long left-wing training colleges have imbued teachers with useless teaching theories that don't work and actively damage children's education.“

Daily Mail 2012

Page 11: Knowing  Me, Knowing Them, Knowing How: promoting  inclusions  in Teacher  Education

‘The Government has made clear its intention to focus upon teacher training in schools. There is already less Post Graduate Certificate in Education (PGCE) places available through Higher Education Institutions (HEIs) while the Graduate Teacher Programme (GTP) has now closed. School Direct and the desire to develop more School-Centered Initial Teacher Training (SCITT) hubs will see teacher training more firmly based within schools’

Page 12: Knowing  Me, Knowing Them, Knowing How: promoting  inclusions  in Teacher  Education

‘Its new curriculum is as rigorous as any in England – it takes a fastidiously chronological approach to history, starting back in antiquity; it treats all the sciences – physics, chemistry and biology – as separate disciplines with defined and extensive bodies of knowledge from the start of teaching’

Page 13: Knowing  Me, Knowing Them, Knowing How: promoting  inclusions  in Teacher  Education

8 Pillars of Inclusion

Page 14: Knowing  Me, Knowing Them, Knowing How: promoting  inclusions  in Teacher  Education

‘... one of the greatest barriers to inclusion is that teachers feel that they are not trained to deal with inclusion, diversity, behaviour and SEN. Teacher education, therefore, has to be reformed so that teachers are better prepared to work in inclusive ways. This has to apply to all teachers, not just some’

(Rouse, 2010)

Page 15: Knowing  Me, Knowing Them, Knowing How: promoting  inclusions  in Teacher  Education

‘…since Kenneth Baker was Secretary of State for Education, there has been no training in child development and child psychology. That is extraordinary. If you do a three-year course, you get four to five hours if you are lucky, and if you are on a PGCE course—on which most teachers now come into the profession—you are lucky if you get between an hour and two hours on classroom management and behaviour. Marks and Spencer spends more money on training their staff to handle angry customers than we actually give teachers, which is extraordinary’

David Moore (evidence to Education Select Committee, 2011; para 78)

Page 16: Knowing  Me, Knowing Them, Knowing How: promoting  inclusions  in Teacher  Education

‘There seems to be approximately 30,000 people now in some overall responsibility for behaviour work in schools, a whole new profession developing in that area and I think that they tend to be a pretty much untapped resource and perhaps the way of associating teaching practice with some of these people...could be very important’

Page 17: Knowing  Me, Knowing Them, Knowing How: promoting  inclusions  in Teacher  Education

A paradigm shift

• self-knowledge• attachment• comprehensive content vision

Page 18: Knowing  Me, Knowing Them, Knowing How: promoting  inclusions  in Teacher  Education
Page 19: Knowing  Me, Knowing Them, Knowing How: promoting  inclusions  in Teacher  Education

Knowing Me

• beliefs• self-actualisation• soft-skills & aptitudes

Page 20: Knowing  Me, Knowing Them, Knowing How: promoting  inclusions  in Teacher  Education

Knowing Them

• understanding cause• relationship-building• children as mirrors

Page 21: Knowing  Me, Knowing Them, Knowing How: promoting  inclusions  in Teacher  Education

Knowing How

• child development• outsider knowledge• supported interventions

Page 22: Knowing  Me, Knowing Them, Knowing How: promoting  inclusions  in Teacher  Education
Page 23: Knowing  Me, Knowing Them, Knowing How: promoting  inclusions  in Teacher  Education

Millennium Development Goals (2000)

• freedom and tolerance• equality among individuals• equity and social justice• tolerance of different beliefs, cultures and languages

Page 24: Knowing  Me, Knowing Them, Knowing How: promoting  inclusions  in Teacher  Education