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Hazel Bryan Chris Carpenter Canterbury Christ Church University.

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Presentation on theme: "Hazel Bryan Chris Carpenter Canterbury Christ Church University."— Presentation transcript:

1 Hazel Bryan Chris Carpenter Canterbury Christ Church University

2 Continuing professional development; emancipation or constraint. Method and context Carried out as part of a Training Needs Analysis (TNA) into the development of Gifted and Talented children in Physical Education which was funded by the DfES (carried out by Leeds Metropolitan University and Canterbury Christ Church University in ). Semi structured interviews with 56 primary teachers (PE co-ordinators and non PE co- ordinators) and secondary PE teachers.

3 Continuing professional development; emancipation or constraint. Method Interview structure Establish current conceptions of Gifted and Talented children in PE. Establish current provision. Establish conceptions about effective CPD. Establish ideal situation and how this might best be achieved.

4 Themes emerging in the data Given to me National initiatives are incontestable Putting things in place. Relevant - up to date. Training to take the school to the top Working within the guidelines knowledge is received. Practice is given to me. Helps me know what levels the children are at.

5 Themes emerging in the data show me Case studies of what works I want to be taken through things. Venues – relevance I ll respect you if you can demonstrate it with my children. I want to know how to. I want strategies. I want examples and ideas. I like watching others. Training helps my confidence

6 Themes emerging in the data I enact it Little stepping stones. Reflection is least effective I learn with my friends I collaborate I enact confidently because it is someone elses design. I like it because I could not evaluate my lessons. Gives me reassurance because I know I am doing it right. Assumption of convergence?

7 Continuing professional development; emancipation or constraint. Themes Policy context Implications of policy context on teacher identity. Possibilities for professional learning

8 Continuing professional development; emancipation or constraint. Bruner on thought Story Narrator privileges the hypothetical. Trafficking in human possibilities Tentative Divergent Discursive Exploratory Argument Privileges the factual. Settled certainties Truth seeking. Bruner 1986

9 Continuing professional development; emancipation or constraint. Judith Sachs (2001) Activist Identity. The open flow of ideas, regardless of their popularity, that enables people to be as fully informed as possible. Faith in the individual and collective capacity of peoples to create possibilities for resolving problems. The use of critical reflection and analysis to evaluate the ideas, problems and policies. Concern for the welfare of others and the common good. Concern for the dignity and rights of individuals and minorities. An understanding that democracy is not so much and ideal to be persuaded as an idealised set of values that we must live and that guide our life as people. The organisation of social institutions to promote and extend the democratic way of life. Entrepreneurial identity. Individualistic Competitive Controlling and regulative Externally defined. Designer employee (teacher) (Logical chain). Self and self narrative Self narrative has no currency. Democratic discourses give rise to the development of communities of practice.

10 Continuing professional development; emancipation or constraint. The allegory of the cave – From The Republic. Menos paradox.

11 Bibliography 1 Birenbaum, M. and Rosenau, S. (2006) Assessment preferences, learning orientations, and learning strategies of pre-service and in-service teachers. Journal of Education for Teaching. 32 (2), Brookfield, S. (1995) Becoming a Critically Reflective Teacher. San Francisco, Joey-Bass. Bruner, J. (1986) Actual Minds, possible worlds. London, Harvard University Press. Bryan, H. (2007) Negotiating Policy Space for Teachers continuing Professional development: a view from the Higher Education Institution. In Saunders, L. (Ed) Educational Research and Policy-Making: exploring the border country between research and policy. London, Routledge. Carnell,E. and Lodge,C.(2002) Supporting effective learning. London, Paul Chapman. Claxton,G. (1996) Integrated Learning Theory and the Learning Teacher. In. Claxton,G., Atkinson,T., Osborn,M. and Wallace M. (Eds) Liberating the Learner: Lessons for Professional Development in Education. London, Routledge. Craft, A. (2000) Continuing Professional Development; A practical guide for teachers and schools. London, Routledge –Falmer. Furlong, J. (2000) Intuition and the crisis in teacher professionalism. In Atkinson, T. and Claxton, G. The Intuitive Practitioner. Buckingham Open University Press. Helsby, G. (1995) Teachers construction of Professionalism in England in the 1990s. Journal of Education for Teaching. 21 (3),

12 Bibliography 2 Helsby, G. (1996) Defining and Developing Professionalism in English Secondary Schools. Journal of Education for Teaching. 22 (2), Hill, A. and Smith, H. (2005) Problem based contextualised learning. In Alsop, S., Bencze, L. and Pedretti, E. Analysing Exemplary Science Teaching. Maidenhead, Open University Press. Hodges, C., Drummond, M. and Styles, M. (Eds)(2000) Tales Tellers and Texts. London, Cassell. Langer, E. (1997) The power of mindful learning. New York, Addison- Wesley Publishing. Lawn, M. (1996) Modern times? McMahon, A. (2000) The development of professional intuition. In Atkinson, T. and Claxton, G. The Intuitive Practitioner. Buckingham Open University Press. Moore, A. (2000) Teaching and Learning: pedagogy, curriculum and culture. London, Routledge-Falmer. Osborn, M. (1996)Teachers as adult learners. In. Claxton,G., Atkinson,T., Osborn,M. and Wallace M. (Eds) Liberating the Learner: Lessons for Professional Development in Education. London, Routledge. Poulson. L. and Wallace, M. (2004) Learning to read critically in Teaching and Learning. London, Sage. Pring, R. (2004) Evidence-based policy and practice. In Philosophy of Education: Aims, Theory, Common Sense and Research. London, Continuum. Rudduck, J. (1988) The Ownership of Change as a Basis for Teachers Professional Learning. In, Calderhead, J. (Ed.) Teachers Professional Learning. London, The Falmer Press. Sachs, J. (2001) Teacher professional identity: competing discourses, competing outcomes. Journal of Educational Policy. 16 (2),


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