This paper presents the unexpected lifecycle of an evaluation.
The plan was to evaluate an initiative to enhance the subject-specialist pedagogy of trainee vocational teachers in English Further Education (FE) Colleges. The intended participants were already teaching in the vocational science, engineering and technology (SET) sector whilst undertaking a 2-year part-time teacher training course. The short intervention, which was entirely voluntary and not assessed, augmented their generic studies by informing decision-making in relation to their own subject specialism.
Like most European countries, England has insufficient vocational teachers and many are approaching retirement. Finland is highly unusual in reporting that VET teaching is over-subscribed, with only a third of teacher training applicants getting a place, although even here over half the workforce is 50+ (Finnish National Board of Education, 2016). This situation feeds into a skills shortage: a recovering economy is hungry for recruits, the talent is there but there is a lack of teachers to enable them to achieve the required qualifications. Could subject-specialist input help improve teaching and support trainees to stay in the teaching system?
The intervention comprised two full-day workshops several weeks apart, supplemented by online materials. It was supported by two web-based seminars. It majored on four key concepts: pedagogy; pedagogical content knowledge (PCK; Shulman, 1986); recontextualisation (helping the learner move between educational and working contexts); and occupational identity (linked to Bourdieu’s concepts of habitus and field; Bourdieu, 1984). Pedagogy was conceptualised as content (the knowledge, skills and attributes students are given the opportunity to learn), process (how learning happens), teacher knowledge (of pedagogy and context), and decision-making (about what happens in the classroom and why).
The intention was to build the evaluation around how these concepts developed among trainees by analysing the language they used to describe their teaching, with an emphasis on their decision-making in session planning and delivery.
A literature review of the empirical research into generic and subject-specialist pedagogy (including PCK) was conducted to inform the design of the evaluation. We found few studies relating to vocational education. Most took place in secondary/high schools with an especially rich seam exploring PCK in science and mathematics. The interest in measuring PCK was international, and European studies included those from Germany (Kirschner, Borowski, Fischer, Gess-Newsome, & von Aufschnaiter, 2016; Kuhn, Alonzo, & Zlatkin-Troitschanskaia, 2016), the Czech Republic (Janik, Najvar, Slavík, & Trna, 2009), and Scandinavia (Lakkala, & Ilomäki, 2015; Nilsson & Vikström, 2015). Several of the 52 studies found had very low sample sizes.
A number of researchers had designed tests of PCK, and one interesting feature was the use of vignettes (Kirschner et al, 2016; Kuhn et al, 2016). These took the form of presenting the participant with a classroom-based scenario and asking them to make a decision about what should happen next.
Another interesting approach, developed by Loughran and colleagues in Australia, was to use content representations (CoRes) as a framework for teachers to focus on a “big idea” in their subject and how they would teach it. CoRes have been used to develop and to assess teachers’ PCK, thus deserving consideration as a potentially useful feature in both the intervention and evaluation.
Our evaluation was designed to assess the effectiveness of the intervention in the development of good teaching, with particular reference to the concept of subject-specific pedagogy. The key research questions were:
- What impact has the intervention had on the development of trainees’ teaching practice, including lesson planning and decision-making in the classroom?
- How successful has it been in enabling trainees to identify key elements of subject-specialist pedagogy and key principles in teaching and learning in SET subject areas?