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The beginning teacher educator - shifting identities Becoming a researcher case 1: Ethiopia case 2: UK Where to next?

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Presentation on theme: "The beginning teacher educator - shifting identities Becoming a researcher case 1: Ethiopia case 2: UK Where to next?"— Presentation transcript:


2 The beginning teacher educator - shifting identities Becoming a researcher case 1: Ethiopia case 2: UK Where to next?

3 Geophysics in industry Science education An unconscious positivist A thwarted HoD Mathematics/education Teacher professional development ‘Scholarly’ habits! GillMichael

4 Sub-identities of teacher educators (Swennen et al., 2010): as school teachers as teachers in HE as researchers as teachers of teachers “…there were not distinct moments when we were only researchers or only practitioners…” (Cochran- Smith, 2005:219) What is a teacher educator? But I teach teachers: there is no time for research!

5 “There’s a desperation for people to do the teaching…that’s the emphasis…I suspect that a lot of people have the desire to do research…but they find when they get here there’s a huge teaching load” (Griffiths et al., 2010:253) Why is it important for a teacher educator to be research active?

6 Tanner & Davies (2009) found that being research active influenced the practice of teacher educators in these ways: 1. improved knowledge of the literature impacting on teaching 2. increased research capacity, confidence and skills 3. greater critical awareness “To build a culture of reflective practice, research must be an essential part of teacher professional development from the outset” (ibid:386)(our emphasis)

7 Research? I would love to be researching but I don’t have time! I am surrounded by researchers: they seem to be working inside a glass house. I can see much of what they are doing but cannot find a way to join them.

8 researching your own practice (Mason, 2002) – pedagogical practice Beginning teacher educator ? Experienced teacher educator ‘original research’ “scholarship of discovery” (Boyer et al., 1994; in Boyd et al., 2007:16) Experienced researcher/Professor


10 “…impetus for change/innovation through deepening the participants’ understanding of social processes and developing strategies to bring about improvement” (Noffke & Somekh, 2005:91)

11 What’s the big deal with action research?!

12 HE/ITE induction Tailored to needs of teacher educators? Supporting engagement with/in research

13 Institutional support TEAN/ESCalate TERN (Murray et al., 2009) - collaboration Sustained award-bearing courses (HDP, PGCert, MA, EdD/PhD,…)


15 Bassey, M. (1999), Case study research in Educational Settings. Maidenhead: OUP Bekele, A. (2008), Application of Higher Diploma Training skills in classroom instruction: The case of Education Faculty, Jimma University (Ethiopia), Ethiopian Journal of Education & Society, 4(1), pp. 51-72 Boyd, P., Harris, K. & Murray, J. (2007), Becoming a teacher educator: guidelines for the induction of newly appointed lecturers in Initial Teacher Education, Bristol, HEA ESCalate, available at Cochran-Smith, M. (2005), Teacher educators as researchers: multiple perspectives, Teaching and Teacher Education, 21, pp. 219-225 Griffiths, V., Thompson, S. & Hryniewicz, L. (2010), Developing a research profile: mentoring and support for teacher educators, Professional Development in Education, 36(1), pp. 245-262 Holland, D., Lachicotte, W., Skinner, D & Cain, C. (1998). Identity and Agency in Cultural Worlds, London, Harvard University Press Mason, J. (2002), Researching your own practice: the discipline of noticing, Abingdon, Routeledge Falmer Munn, P. (2008), Building research capacity collaboratively: can we take ownership of our future?, British Educational Research Journal, 34(4), pp. 413-430

16 Murray, J. (2008), Teacher educators’ induction into Higher Education: work-based learning in the micro communities of teacher education, European Journal of Teacher Education, 31(2), pp. 117-133 Murray, J. et al. (2009), Research and teacher education in the UK: building capacity, Teaching and Teacher Education, 25, pp. 944-950 Somekh, B. & Zeichner, K. (2009) Action research for educational reform: remodelling action research theories and practices in local contexts, Educational Action Research, 17(1), pp.5-22 Swennen, A., Jones, K. & Volman, M. (2010), Teacher educators: their identities, sub-identities and implications for professional development, Professional Development in Education, 36(1), pp. 131-148 Tanner, H. & Davies, S. (2009) How engagement with research changes the professional practice of teacher-educators: a case study from the Welsh Education Research Network, Journal of Education for Teaching, 35(4), pp. 373-389 Tessema, K. A. (2006), Contradictions, challenges and chaos in Ethiopian teacher education, Journal for Critical Education Policy Studies, 4(1)


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