Developing Teacher Education Research Capacity in the North West of England - PowerPoint PPT Presentation

Loading...

PPT – Developing Teacher Education Research Capacity in the North West of England PowerPoint presentation | free to download - id: 48561-NGQ5N



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Developing Teacher Education Research Capacity in the North West of England

Description:

Marion Jones, Pat Mahony, Olwen McNamara, Ian Menter, Jean Murray, Grant Stanley ... Here Davies' is the second author in the citation. TERN ... – PowerPoint PPT presentation

Number of Views:149
Avg rating:3.0/5.0
Slides: 67
Provided by: marion3
Learn more at: http://www.tlrp.org
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Developing Teacher Education Research Capacity in the North West of England


1
Teacher Education Research Network
Developing Teacher Education Research Capacity in
the North West of England Launch Liverpool John
Moores University 5th November 2008 TERN Project
Team Marion Jones, Pat Mahony, Olwen McNamara,
Ian Menter, Jean Murray, Grant Stanley



2
TERN
WELCOMEProfessor Diana BurtonPro Vice
ChancellorLiverpool John Moores University
3
North West Universities Education
Federation(NWUEF)
TERN
  • Federation of H E teacher education
  • Promotes mutually beneficial
  • partnerships in HE
  • In existence for 15 years
  • Formalised as a federation with mission
  • statement in 2007

4
NWUEFRegional Strategy 2007 - 2012
TERN
  • Regional Strategy for the Education and Training
    for all involved in the whole school and
    childrens workforce

5
Purpose
TERN
  • To develop the profile and presence of the North
    West Higher Education providers
  • To ensure that their contribution to the national
    scene in the education and training of the whole
    school and childrens workforce is recognised,
    encouraged and nurtured

6
Vision
TERN
  • Education is critical to the future economic
    success and social stability of the region
  • Our responsibility is to work collaboratively to
    provide cutting edge education and training for
    the school and childrens workforce
  • We will ensure that a full contribution is made
    to the national context for education through
    continued dialogue with policy makers in
    education

7
Strategic Objectives
TERN
  • (i)NWUEF will develop a federation across
    providers of education and training for the
    school and childrens workforce in the region
  • (ii)NWUEF will make a major and proactive
    contribution to the national agenda in all
    aspects of the education and training of the
    whole school and childrens workforce
  • (iii)NWUEF will contribute to the development of
    a high quality learning environment for all
    learners within the North West, whether these are
    within schools, HEIs or other contexts

8
TERN
  • (iv)NWUEF will nurture links between all
    professional communities involved in the
    education and training of the whole school and
    childrens workforce within the region
  • (v)NWUEF will identify some elements of a common
    curriculum within initial teacher education and
    continuing professional development
  • (vi)NWUEF will facilitate a debate relating to
    applying the best aspects of the change
    management and remodelling agenda with HEIs

9
NWUEF Partnership Research Strategy
TERN
  • Relationships are fundamental to ITE partnerships
    (trainees, mentors, tutors, schools, HEIs)
  • Models of professional learning and teacher
    development have grown up organically and
    differentially partly as a consequence of these
    relationships
  • An advantage of ITE partnerships is their fertile
    ground for research

10
Regional Teacher Education Research Examples
TERN
  • NWUEF has attempted to launch regional research
    projects investigating ITE but funding is a
    problem
  • OU/MU/LJMU project looked at ITE impact,
    producing published papers
  • Liverpool City of Learning (Edge Hill, LJMU,
    Hope, UoL) conducted nearly 500k of research
    into learning networks and professional issues

11
Aims of TERN
TERN
  • To pilot a strong and sustainable model for
    research capacity-building in teacher education
  • Across a collaborative network of seven regional
    universities
  • To test the potential of this model for building
    a coherent research infrastructure on a larger
    scale across England

12
The separation of research and teaching is no
more keenly in evidence than in the NW where only
two HEIs receive QR funding
TERN
  • NWUEF considers TERN to be fundamental to
  • Raising the profile of the quality of teacher
    education in the NW
  • Strengthening NW research partnerships and
    creating a springboard for grant applications
  • Involving school-based colleagues in
    collaborative, ground-breaking projects

13
  • The National Context
  • for Research in and on Teacher Education
  • Professor Olwen McNamara
  • University of Manchester

14
TERN
Capacity building in education
  • Challenges facing the sector
  • politicisation of professional learning
  • bureaucratisation of professional learning
  • increase of research selectivity
  • bifurcation of research and teaching in
    education
  • departments
  • sustaining the teacher education workforce

15
Increasing Research Selectivity
TERN
16
Education Departments in 2001 RAE
TERN
17
Education and the social sciences
TERN
18
TERN
Sustaining a research active workforce
  • Challenges include
  • Age demographics
  • Staff need QTS pay differentials between HEI
    and school are sizeable
  • Making the transition between cultures is
    challenging
  • Vast new range of knowledge and skills
  • Research and scholarly activity
  • Heavy workload and long teaching year
  • Drive for increased research selectivity

19
TERN
Initiatives to increase research quality and
capability
  • BERA has introduced
  • - Teacher Education SIG
  • - bursaries for teachers to attend conference
  • refereeing of abstracts to increase quality
  • HEFCEs Research Informed Teaching
  • TLRPs Meeting of Minds
  • Scottish Applied Educational Research Scheme
    (AERS)
  • Welsh Educational Research Network (WERN)

20
TERN
Initiatives to increase research quality and
capability
If Capacity expertise x motivation x
opportunities (Desforges) Then WERNs
activities have given researchers in Wales the
motivation to engage in research by providing an
opportunity to develop expertise in a supportive
co-learning environment (Davies and Salisbury,
2008 9)
21
  • TERN Project
  • Overview
  • Professor Jean Murray
  • University of East London

22
What were the origins of the TERN project in the
North West?
The TERN Project
  • Research capacity building nationally and
  • regionally
  • TLRP capacity building resources and Teacher
  • Education Group work
  • Why the North West?

23
Objectives of TERN
The TERN Project
  • to foster institutional networking in the North
    West, ensuring collaboration between
    research-intensive and teaching-intensive
    universities
  • to contribute to building the institutional
    research capacity of the participating
    universities
  • to provide a research development programme to
    enhance existing regional provision and
    institutional and individual research capacity
  • in so doing, to develop a) a network sustainable
    beyond the life of the project and b) an
    effective model for capacity-building which can
    potentially be applied more broadly across
    England

24
The TERN Project
  • Research teacher education
  • Argument that the TERN project is building
    research capacity in and on teacher education
  • in teacher education through working with the
    education staff in the participating universities
  • on teacher education because the final proposals
    will have a substantive focus on research about
    the education / professional learning of teachers
    and related professionals

25
The TERN Project
Funding and timescales
  • Funded by the ESRC (with additional
  • funding from ESCalate) use of funding
  • ESRC Teaching Learning Research
  • Programme (TLRP) associated project
  • Dates September 08 August 09
  • Limitations around funding timescales
  • continuation beyond 2009

26
The TERN Project
Who benefits from the project and how?
  • Broader all education staff in the participating
    universities

TERN project participants Research Colleagues,
Research Mentors, Institutional Research
Leads, Steering Group
All education staff in the participating
universities
27
Elements of TERN
The TERN Project
  • Governance and ethics
  • Initial mapping / baseline for project
  • Planned research development programme, with
    face-to-face and virtual elements (42 research
    colleagues mentors)
  • Broader research enhancement (colloquia and
    communal seminar / events programme)
  • Mediation / communication of previous research
    resources
  • External and internal evaluation

28
The TERN Project

TERN project participants Central activities
Extended activities for research colleagues
29
Central benefits for TERN Research Colleagues
The TERN Project
  • Professional learning and career enhancement from
    participation in research development programme
  • Working with research team and with senior
    colleague as mentor to develop research bids
  • Access to the expertise of other senior
    researchers / research support staff in
    developing expertise

30
The Research Development programme
The TERN Project
  • Five workshops
  • Indicative foci for each workshop - fine tuned by
    results of Mapping Exercise
  • Workshop 5 disseminating work to date and
    receiving feedback
  • Virtual Research Environments (VREs) for further
    collaboration between each face-to-face meeting.
  • Teaching Learning Research Programme / BERA
    Virtual Research Environments in use already
  • Use of existing resources for research
    development, including the Teacher Education
    Group mapping.

31
Workshops and VREs
The TERN Project
Workshop 1
Group VRE 1
Fine tune proposal between early July and end of
August
Workshop 2
Group VRE 2
Workshop 3
Group VRE 3
Workshop 4
Group VRE 4
Workshop 5 Work to date
Group VRE 5 Further work in VRE
32
Extended possibilities for Research Colleagues
The TERN Project
  • Further opportunities for supported participation
    in conference presentations, nationally and
    internationally
  • Publication opportunities in international, peer
    reviewed journals (planned Special Issues etc.)
  • Publication in professional journals etc.
  • Involvement in other aspects of research capacity
    building nationally (e.g. other ESRC project)

33
Research Mentors
The TERN Project
  • Modelled on TLRP Meeting of Minds mentoring
  • programmes
  • Adapted to small groups and blended learning
  • through the workshops and on-line activities
  • Extended benefits and opportunities for
    institutional
  • research capacity building research
    leadership
  • Key roles in facilitating and guiding the
    activities of
  • the Research Groups

34
Broader opportunities for all education staff in
participating universities
The TERN Project
  • Participation in communal seminar / events
    programme
  • ESCalate colloquia and planned BERA SIG events
  • Internal dissemination of TERN. Benefits from RCB
    focus within university and from resulting
    strengths in research culture
  • Further exploration of issues around research in
    and on teacher education

35
Working definitions of teacher education research
The TERN Project
  • Teacher education research is taken to include
  • Initial Teacher Education and continuing
  • professional learning / development of
  • teachers and the broader education workforce
  • in the primary secondary sectors.
  • Research on both policy and practice
  • The challenges of working as an academic /
  • teacher educator

36
The negotiated research themes
The TERN Project
  • The broad themes will need to have
  • a clear focus on research about professional
    learning and /
  • or teacher education
  • relevance for professional learning and / or
    teacher
  • education
  • relevance for research capacity building in the
    region and
  • nationally
  • significance and interest for the individuals in
    the Research
  • Groups
  • and the work will clearly need to draw on
    individual and
  • communal expertise.

37
Working groups 1
The TERN Project
  • 1. Key issues in research on teacher education
    and professional learning
  • What do you think are the key issues about
    research in and on teacher education and
    professional learning nationally?
  • Are there are particular regional (NW) issues
    about these areas of research?
  • Are there particular institutional issues about
    these areas of research?
  • 2. Under-researched areas in research in and on
    teacher education
  • What significant issues for Teacher Education do
    you consider to be under-researched nationally?
  • Do these have regional significance? If so, how
    would you like to see these being addressed in
    the region?

38
TLRP Virtual Research Environment
TERN
Richard Procter Centre for Applied Research in
Educational Technologies University of Cambridge
39
VRE Basics
TERN
  • Online collaboration tools, announcements,
    schedule, email lists, discussion, chat, file
    store, wiki, rss news
  • Works in a browser, nothing to download
  • Access controlled space (username, password)
  • Public and Private sites
  • My Workspace (your private online space)
  • Roles
  • Access
  • Contribute
  • Maintain

40
(No Transcript)
41
(No Transcript)
42
(No Transcript)
43
(No Transcript)
44
(No Transcript)
45
(No Transcript)
46
(No Transcript)
47
Summary
TERN
  • Not hard to use. But will take some getting used
    to.
  • Remember your username and password.
  • Try to agree how your worksite is structured,
    File store.
  • This will not replace email and other tools you
    use.
  • If you download something and edit it you need to
    upload it again.
  • Wiki is the most powerful collaborative tool but
    need to learn to drive it.
  • Dont be afraid

48
Thank you
  • Email richardp_at_caret.cam.ac.uk
  • Further Reading
  • Laterza, V., Carmichael, P., and Procter, R.
    (2007) The Doubtful Guest? A Virtual Research
    Environment for Education, Technology, Pedagogy
    and Education 16(3) pp.249-267. Online at
    http//www.informaworld.com/10.1080/14759390701614
    363

49
TERN
The Teacher Education Group (TEG) Annotated
Bibliography TEG Steering Group Anne Campbell,
Ian Hextall, Moira Hulme, Marion Jones,
Pat Mahony, Ian Menter, Jean
Murray,
Richard Procter and Karl Wall,

in
collaboration with

Steve Baron, Mary James and Andrew Pollard

50
Objectives of the initial research activities set
within a broad framework (TLRP initiative)
TERN
  • To construct a literature mapping
  • To draw on this mapping to analyse what it
    revealed about existing research activities in
    the field
  • To develop a series of walkthroughs to be
    placed on the TLRP website and to serve as a
    pedagogical tool for new researchers
  • Funded by BERA, ESCalate and UCET

51
TERN
Selection of articles
  • Each issue of 49 journals checked for articles
    relevant to the objectives of TEG
  • Retrieval of full text copies (PDF files) via
    Athens for each item where abstract appeared to
    fulfill the inclusion criteria
  • Initial screening of 8,000 articles
  • Exclusion criteria
  • Studies not conducted within the UK and Republic
    of Ireland
  • Articles published before 2000 and after 2006
    (Update 2007 and 2008 in progress)
  • Articles with a specific curriculum or pedagogic
    focus
  • Production of short list of approximately 300
    articles

52
TERN
The Teacher Education Bibliography page

http//www.tlrp.org/capacity/rm/wt/t
eg/
The on-line resource
53
The TEG database
TERN
  • Currently consists of 278 citations
  • Citations have been classified by the TEG group
    in various ways.
  • To search these citations various filters can be
    applied to the list of citations
  • The list of citations is organised alphabetically
    by author name

54
TERN
What is in a reference?
Live weblink to journal source
Total number of resources being displayed
Full reference
Full Abstract
Extended Core methods
Extended Core Topics
55
The online resource - available at
www.trlp.org/teg
TERN
  • The search menus available include the following
    filters
  • Author
  • Year
  • Core Topics
  • Core Methods
  • Journal
  • The abstracts have been classified by
  • Themes (extended topics)
  • Categories (extended methods)
  • A word search is also available

56
Thematic and methodological categories for coding
of articles (filtering mechanism)
TERN
  • Core topics
  • Professional learning
  • Partnership
  • Regulatory frameworks/policy
  • Curriculum and assessment
  • TE professional development
  • National context
  • Equity issues
  • Ethical issues
  • Core methods
  • Qualitative / Quantitative / Mixed
  • Practice-based
  • Interviews / Questionnaire
  • Longitudinal
  • Survey
  • Small-scale / Large-scale
  • Reflection
  • Political economy
  • Case study
  • Action research
  • Literature review
  • Content analysis
  • Quasi-experimental

57
TERN
Ways of filtering results (sorting)
Search by a specific author name e.g. Avis The
grey number (5) shows the number of citations
featuring Avis as an author
Search by year of publication e.g. 2004 The
grey number (28) shows the number of citations in
the database for 2004
58
TERN
More ways of filtering results (sorting)
Search by a Core Topic
e.g. Equity issues The grey number (39) shows the
number of citations identified as relating to
Equity issues.
Search by Core Method
e.g. Case Study The grey number (53) shows the
number of citations identified as using a Case
Study approach.
59
TERN
Further ways of filtering results (sorting)
Search by Journal name
e.g. British Journal
of Educational Studies The grey number (5) shows
the number of citations in the database taken
from the journal in the period 2000 - 2006.
60
TERN
A multiple filter - name and year e.g. Davies
and 2005
Produces 1 result
Here Davies is the second author in the
citation
The numbers in grey confirm that there is only 1
identified citation
The tick in the box shows you which filter you
have used
61
TERN
A multiple filter core topic and core method
e.g. Equity issues and case study
(1) Click on Equity issues citation list changes
to show filtered results
(2) Click on Case Study citation list changes to
show filtered results
7 citations related to Ethical issues and Case
study
39 citations related to Ethical issues
62
TERN
A multiple filter core topic and core method
e.g. Equity issues and case study Results
Seven citations result sorted by topic and method
63
TERN
Use a Walk-through another way into the
database!
Offers an introductory overview and a way into
the issue
Gives Starter links to key resources
64
TERN
The Walkthrough
A pedagogical tool for building capacity in
research
  • Purpose To facilitate a journey of exploration
    which may result in the acquisition of knowledge
    and skills in research
  • Aims
  • - to provide a stimulus for those wishing
    to find out about or study or
  • research a particular topic by
    identifying and briefly mapping the chosen
  • field or topic and by selecting key
    ideas and issues that introduce the
  • reader to the topic or field
  • - to provide connections to a selection
    of relevant key literature, web
  • resources and examples of policy,
    projects and practice through
  • jump out links, including the TEG
    resource itself and the TLRP
  • resources and capacity building
    materials.

65
Future developments
TERN
  • Expanding and updating
  • Development of further walkthroughs
  • Variation in policy across the UK
  • Capacity building in education research,
    especially teacher education
  • New pilot schemes in England
  • Auditing teacher education research in the UK

66
Working groups 2
The TERN Project
  • What research themes do you think it might be
  • important for the TERN project to address and
    why?
  • (What would be the regional / national
    significance of
  • these themes?)
  • Do these research themes relate to
  • a) institutional agendas and
  • b) individual / small group expertise that you
    know about
  • in the region?
  • If so, how?
About PowerShow.com