10 SES 02 D, Teacher Educators’ Learning: Knowledge generation, policy change and professional agency
Recent changes to teacher education policy in England have resulted in significant shifts towards school-centred provision. This policy has been heavily influenced by a ‘turn to the practical’ which has changed the epistemology of the field of teacher education as well as the locations for much of the teaching on pre-service programmes. These changes alone have had considerable implications for the practice and professional learning of teacher educators working in both universities and schools. For example, work and learning around ‘relationship maintenance’ (Ellis et al., 2011) between schools and universities, teachers, teacher educators and students has extended. But the effects of these changes have been compounded by significant revisions of the curriculum for primary (elementary) schooling and consequently for the curriculum primary pre-service programmes as recent analysis shows that these are now strongly aligned. Because of an over-full school curriculum, the primary ITT curriculum, particularly on postgraduate routes, now strains to achieve the impossible in terms of all the areas it needs to cover. Primary teacher educators now face new and very significant challenges in responding to these changes, not least in developing models of subject knowledge teaching for a multi-subject curriculum. Our research focus in this paper is to explore how primary teacher educators define and conceptualise the professional learning in which they are engaged, as practitioners in the complex and demanding context of contemporary primary schools, and universities. Methodologically, this paper draws on selected data from two recent projects: first, findings from the English part of the InFo-TED survey and follow-up interviews on how teacher educators (in all age phases) see their professional learning needs (Czerniawski et al., 2016); second, a documentary analysis of primary pre-service conducted for the Cambridge Primary Review (McNamara et al., in press). Conceptually, we draw on literature including the work of Wenger and Lave, as previous studies indicate that much professional learning for teacher educators is informal and both individual and communal, occurring through practice in the varied workplaces of universities and schools. The research aims to contribute new knowledge to the under-researched area of teacher educators’ learning, as differentiated by one specific phase of education.
Czerniawski G., MacPhail A., Guberman A. (2016) The professional development needs of higher education-based teacher educators: an international comparative needs analysis. In: the European Journal of Teacher Education. DOI: 10.1080/02619768.2016.1246528 Ellis, V., McNicholl, J. and McNally, J. (2011) The Work of Teacher Education. Research Report. Bristol: ESCalate. http://escalate.ac.uk/downloads/7781. Accessed 01.09.12 McNamara, O., Murray, J. & Phillips, R. (in press) Policy and research evidence in the ‘reform’ of primary initial teacher education in England. Commissioned report for the Cambridge Primary Review.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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