school of education edith cowan university teacher education: a problem of construct or resource?...

School of Education Edith Cowan University

Teacher Education: a problem of construct or resource?

Professor Christine UreHead of School, Education

2010


To begin

Tales from two ……

….projects on partnerships in teacher education


A tale of 2 projectsProject 1 Project 2

• Practicum Partnership Project

• 10 graduate (Sec) programs

• Placement models and student teacher professional learning

•Learning in placements determined by (supervising) teacher expectations rather than the Standards

• Student teachers ‘survive’ their placement: not ready to teach

• New Master of Teaching

• Clinically applied practice

• Professionally constructed learning based on the Standards

• New staffing model to support teacher candidates’ professional learning in placements

• Confident in their knowledge of teaching and capacity to use evidence and make judgments


Student teachers’ learning experience PRE-OGANISED LEARNING

ENVIRONMENT

• Reluctance to test boundaries• “You’re not able to use you’re own

teaching style”…

• Teachers as regulators• “we had to teach the way our

supervisors did”…

• Lack of targeted feedback

• “ my mentor was reluctant to let me use the strategies that I learnt at uni”

PROFESSIONAL LEARNING ENVIRONMENT

• Supported action, able to safely test boundaries

• We are ..conscious of our students and their needs .. it is a priority in our planning and general thinking

• Teachers as role models• “Strength of the program is

commitment of teachers in schools”

• Targeted support & feedback

• “this course has made us analytical teachers..we use information to plan..”


Learning outcomes

APPRENTICESHIP MODEL

• Replication of past practice:- by teachers- with student teachers

• Implied acquisition of Standards based behaviours

CLINICAL MODEL

• Leading changed practice:- by teachers- with student

teachers• Learning focused

on Standards based behaviours


Resource or pedagogy?• Standard EFTSL• Partnership models

using standard block placement models – with variations in length of blocks (2-5 weeks) and enrichment e.g. observation-community days, school focused projects,

• Standard EFTSL PLUS

$1800 per student • Partnership model

employed a school based teaching fellow and a university based clinical specialist using a continuous placement and block placement program.


The dilemmas of teacher education• Program design is strongly influenced by

external stakeholder interests and control of resources

• Knowledge of initial teacher development is lacking

• There remains a need for a coherent model of teacher education that accounts for the different dimensions of teacher professional learning


Stakeholder interests

• Pam Grossman – “loss of jurisdictional control” over teacher education

• External interestsGovernments – funding and quality assurance

Teacher registration authorities – Professional Standards

Schools – need for teachers

Public – concerns about quality

Children – right to have quality at all times

Student teachers – right to learn using the best methods


Multiple models & pathways into teaching• Undergraduate - dedicated degree/combined degrees• Postgraduate – 1 and 2 year (Diploma – Master)• Workplace training programs – school based & Teach First

models

__________________________________________________________________• Program time required varies from 1-8 years (Average 3.8)• Traditional academic study & block placements/ on-going

part-time study & school-based /intensive preparation & employment

• Research suggests longer training (i.e. 5 yrs vs 4 yrs) improves quality of teaching and retention in the workforce.

• Studies are limited.


Assessment of teacher development• Professional standards – guidelines for

desirable qualitiesUsed in varying ways in teacher education programs• As a checklist - Australia• As continuous performance review - England• With added measures of performance - California

(Performance Assessment Criteria for Teaching,PACT)

Planning for teaching

Video-clips of teaching

Student work samples and assessment

Personal reflection


Standards based assessment

• Current approaches map evidence of competence only

• They do not inform about how characteristics are developed


Pedagogical issues and concerns• Overload and “just in case” approach

Too many bits of information• Theory –practice divide

Need to link knowledge about teaching and learning with knowledge of teaching and learning

• Reflective practice

Lay thinking vs developing insight into self as a teacher (noticing) and how to frame teaching

• Haphazard placements & judgemental performance assessments of teaching

Resulting in confusion for student teachers


What needs to change?• Quality discursive

practices that explain professional thinking– City et al: judgemental

comments form low quality feedback to teachers

VS

• Poorly focused modelling


What needs to change?• Cognitive discussions

that are focused on how teaching impacts on student engagement and learning– Haggar & McIntyre:

student teachers need to learn how to observe and use open-ended discussions with teachers

–

VS

• Poorly focused observations and use of evidence about teaching and learning


What needs to change?• Co-teaching to promote

development of shared professional knowledge and practices– Focus on shared

understanding about why decisions are taken during teaching rather than performance of teaching

VS

• Teaching as a performance – e.g.: rehearsal in class,

microteaching and delivery of planned lessons as a test of capacity


What needs to change ?• Improved use of

evidence to inform teaching– How to use evidence to

inform teaching&

– Knowledge of how research practices guide innovation in teaching (Finland)

VS

• Lack of clarity about of the use of teaching plans and expectations for learning and student learning outcomes


What needs to change?• Use of formative

assessment strategies that provide candidates with feedback on their mastery of professional attributes of teaching

VS

• Summative assessments that focus on teaching as a performance


The problem of knowledge in teaching

• Teacher education should give priority to knowledge of :Learning and teaching

Student development

Assessment practices – especially formative processes

Relationships – to support strong learning dynamics

Inclusive practices – to meet the needs of all learners

Professional responsibility and identity

Vision of the value of good teaching


Domains of teachingTeaching is a practice-based profession that

embodies five domains of teaching and learning: Knowledge for teaching and learning Knowledge about (theory) of teaching and learning Knowledge of (doing) teaching and learning Knowledge of use of evidence in teaching and learning Knowledge of professional responsibilities in teaching and

learning


A developmental pedagogy Is needed to create links between the academic study and

practice of teaching and learning and to explore how: Content can be delivered Pedagogy can be adapted in teaching Relationships work in classrooms The nature and needs of students varies How teachers construct ethical and responsible practice


A developmental pedagogy • Developed through professional and collaborative

processes

• Valuing non judgmental use of evidence about teaching and learning practices and outcomes

• Referenced to the Standards


Conclusion: moving forward

• Our theoretical and practical model of teacher development needs to be refined

• Improved resourcing, at least to the level equivalent to nursing education will provide teacher education with more opportunities to be framed as an evidence –based learning profession.

school of education edith cowan university teacher education: a problem of construct or resource?...

Documents

teacher education slide

standards student teachers

teacher expectations

commitment of teachers

analytical teachers

constructed learning

school focused projects

teaching style teachers