1. School of Education Edith Cowan University Teacher Education: a problem of construct or resource? Professor Christine Ure Head of School, Education 2010

2. School of Education Edith Cowan University To begin Tales from two …… ….projects on partnerships in teacher education

3. School of Education Edith Cowan University A tale of 2 projects Project 1Project 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

4. School of Education Edith Cowan University 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..”

5. School of Education Edith Cowan University 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

6. School of Education Edith Cowan University 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.

7. School of Education Edith Cowan University 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

8. School of Education Edith Cowan University Stakeholder interests Pam Grossman – “loss of jurisdictional control” over teacher education External interests Governments – 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

9. School of Education Edith Cowan University 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.

10. School of Education Edith Cowan University Assessment of teacher development Professional standards – guidelines for desirable qualities Used 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

11. School of Education Edith Cowan University Standards based assessment Current approaches map evidence of competence only They do not inform about how characteristics are developed

12. School of Education Edith Cowan University 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

13. School of Education Edith Cowan University 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

14. School of Education Edith Cowan University 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

15. School of Education Edith Cowan University 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

16. School of Education Edith Cowan University 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

17. School of Education Edith Cowan University 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

18. School of Education Edith Cowan University 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

19. School of Education Edith Cowan University Domains of teaching  Teaching 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

20. School of Education Edith Cowan University 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

21. School of Education Edith Cowan University 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

22. School of Education Edith Cowan University 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.