maureen robinson icet world assembly glasgow july 2011
TRANSCRIPT
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The selection of schools as site for Teaching Practice: conceptual
dilemmas and strategic choicesMaureen Robinson
ICET World AssemblyGlasgow
July 2011
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Teaching Practice placementsOrganisational forms of TP varyImportant to understand substance of
teacher education, not only structureDifferent understandings of ‘suitable’
schools, depending on models of teacher education, historical and political location
Conceptual and strategic considerations of student teacher placements
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Different contexts for the problemPolicy context
Social context
Quality assurance reviews
Models of teacher education
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Policy context
“Teacher education is the kind of education which enables someone to become more competent in the practice of organising systematic learning and nurtures their commitment to do so” (MCTE 2004)
“Reflexively draw on integrated and applied knowledge so as to work flexibly and effectively in a variety of contexts” (DHET 2011)
Establishment of recognized Teaching Schools; functional schools in a variety of contexts (Int Plan)
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Social context
Very wide gap between rich and poor
Poor results in national and international benchmark tests
Results linked to socioeconomic context
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% of Grade 4(or 5 in SA) students below the low international benchmark (400) in PIRLS 2006
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Quality assurance reviewsTension between the need for students to
experience a variety of school contexts and the tendency to select schools according to the convenience of familiarity, transport and the allocation of tutors
Allocation of students to schools with committed and effective mentoring at times offset by a lack of exposure to contextual diversity
The absence of a coherent conceptual framework for teacher education
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Models of teacher education (Sockett 2008)
Scholar-professional
Knowledge as the purpose of education; focuses on a rigorous understanding of the disciplines
Nurturer professional
Development of the individual; connected to nurturing and self-understanding
Clinician-professional
Research-based knowledge to inform practice
Moral-agent professional
Integrate academic content with intellectual and moral virtues
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Models of teacher education (MCTE 2004)
Master-apprentice
Development of teaching competences through modelling the practices of an expert teacher
Applied scientist
Theory and principles applied to practice
Reflective practice
Students draw on their own and theoretical resources to consider situated problems
Critical reflective practice
Reflection oriented to understanding patterns of hierarchy and power and to becoming a change agent
Teacher identity
Each teacher has a lived experience that is connected to their personal biographies
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An investigation of practiceThe educational arrangements that constrain or enable
the development of ‘public-good professionals’
Processes and criteria of selecting schools for TP
Challenges and dilemmas
How to make the selection more suitable to the goals of the programme and the needs of the students
Which of the conceptual models best described their own programme
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Criteria for the selection of schoolsPresence of subject or phase specialisationRelationship with principal and willingness
of schoolGeographical locationSupportive environmentFunctionality(Good classroom practice)Different social contextsWho chooses?
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Challenges, dilemmas, recommendations
Resource availabilityOrganisational factorsStudent resistance to schools outside of
comfort zoneLack of formal mentor training or recognitionRelationship with schools too dependent on
goodwill
The need to build firmer links with schools and provincial education departments
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Value of the models in practice
Master-apprentice as most dominant
Models change for students over time
Applied scientist questioned by students
Different interpretations of teacher identity model
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Working across a variety of contexts? All teacher educators committedContained in official curriculum
policy
Sticking points of implementation:Institutional conditionsPolicy conditionPeople conditions
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Institutional conditionsSchools in poorer areas less likely to
offer subjects, facilities, systematic mentoring; more likely to have classroom and social problems
Additional demands for support on university lecturers
High challenge and low support for students
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Policy conditions
No formal policy or resources on mentoring places pressure on schools; more difficult where internal capacity is weak
No stipends for student teachers; difficult to move outside of their own residential areas
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People conditions“Emotionality” (Zembylas)
Anxiety about going to unfamiliar situations
Concerns about racism, language issues
Aspirations for own employment after graduating
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Empirical value of the conceptual models?Valuable as analytic devicesLimitations in context
Factors not encompassed:Policy and resource parametersConditions of schoolingStudents’ own histories, values, skills and dispositions
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Conceptual limitations of models in respect of providing quality schooling for all
Master-apprentice
Implicit expectation of attending ‘good’ schools
Applied scientist Assumes a normative context of schooling and a linear relationship between theory and practice
Reflective practice
Not enough attention to expert role models
Critical reflective practice
May be de-linked from students’ own material interests
Teacher identity Can preclude entering new emotional and social territories
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We need a conceptual model of teacher education that explicitly promotes pedagogical excellence as a form of social justice in difficult educational contexts
Learn in practiceLearn about practiceLearn in spite of practice
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Develop a way of talking about teacher education that incorporates learning good practice as well as contributing to quality schooling for all
A conceptual model that talks to individual professional growth as well as the public good
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Way forward?Capability theory? (capabilities and
functionings)
Connections between pedagogical content knowledge and emotional knowledge of students
Teacher education curriculum
Policy conditions on teachers’ work