Rich Exchanges Learning and Teaching Conference 2015 Group Work and Team Based Learning A discourse on working collaboratively…are the benefits constructive or destructive…? Sarah Elsey & Primary PGCE Students.

Context…. o 15 trainees (2 male / 13 trainees) o Started Teaching Training Course (Feb 2015) o Possible ‘Employment’ start date o Course Design o Applications were strong with the idealism..’wanted to teach’ ‘ enjoyed teaching’…’being with the children’… the desire to be a teacher was reinforced with extensive school experience. (Start of Stage 1, Furlong & Maynard, 1995) STAGE 1: EARLY IDEALISM STAGE 2: PERSONAL SURVIVAL STAGE 3: DEALING WITH DIFFICULTIES STAGE 4: HITTING A PLATEAU STAGE 5: MOVING ON Stages of Student Development ( Furlong & Maynard, 1995)

Qualified Teacher Status Meet Teacher Standards & provide evidence for… (DfE, 2012) Complete 120 days in School (NCTL) Ongoing assessments. Centre –Based Course Work Assignments (incl. 60 credits towards Masters) New learning environments / Networking with 14 others for 2015 / Online / Tutors

This showcase has emerged from previous research that endeavoured to examine how a group of student teachers who had started their training in February perceive a range of common factors that highlight the influences on their self and professional efficacies. Student Perspectives on PGCE Primary Course (Feb – Dec).

So why Q Methodology…? Interested and curious about the method…process…. Solves problems… through this method possible solutions are generated to a specific problem. Q Methodology is a set of connected techniques designed to enable the study of ‘subjectivity’ ( views, opinions, beliefs, values, tastes) Due to different meanings of terminology used in concourse… different disciplines will provide different responses and these differences are highlighted in the results.

Q sort analysis… Determining the similarities between respondents through the Q sort Looking for patterns….contrasting and comparative (Pre Attachment & Post Attachment) Aim to describe and identify that subjectivity… themes emerge from that Q sort… Outcome… a rich descriptions of the way ‘trainees ‘ think and feel about a topic.

Findings and Discussion… Influential elements contributing towards students’ self and professional efficacies. Two Themes emerged from the Two factors…. Factor One ~ Perceptions of the outside world looking in. (Communities of Practice) Key drivers Community Learning / work Ethics / Prior Knowledge & Understanding / Attitude towards and within the Community / Tacit Knowledge. Factor Two ~ Experiential Learning / Experience as a Learner (Self Efficiacy) Key drivers Reflective Practice / Attitude / Feeling empowered / Being Organised Resilient / THE INDIVIDUAL

Factor 1 ~ Communities of Practice School Community Centre Based Support Lectures Learning Centre Social Group Synchronous – regular face to face. Asynchronous – Facebook / / SMS / WhatsApp Internet – Forums / Information MENTORING AND STAGES OF STUDENT LEARNING.... (1995) have described the mentor as a “critical friend” during this crucial stage of a student teacher’s development. Furlong, J., & Maynard, T. (1995). Mentoring student teachers: The growth of professional knowledge. Psychology Press

Factor One – Key Drivers ‘Community of Practice’ : (Community of Practice / Work Ethics / Tacit Knowledge) Q sort card description Trainees’ responses (Top responses) 5 The size of our learning community is key to the success of my learning. T6: The close knit of the community. T12: I learn better in smaller groups that are supportive where we share our ideas and sense of belonging. 4 Peers support me with my confidence. T4: I can relate to my peers as they are going through the same experiences. Supporting each other raises my confidence. T5: the people n this group and how close we are has really improved my confidence. I feel comfortable speaking with them and in front of them. T12; I thrive of interaction with others.

Communities of Practice (CoP) o Some CoPs are small; some are large. o Key points to consider (Wenger, McDermott, & Snyder, 2002: o A critical mass is needed to sustain interactions and provide multiple perspectives. o Groups that are too large can inhibit direct interactions among participants. o < 15 = intimate. o 15 – 50 = functional. o 50 = subgroups based on topics or geography.

Shifting our perspective: Moving from the idea that mastery resides with the experts to mastery residing within the members of a CoP (Lave & Wenger, 1991). Making a longer-term commitment to a form of open- ended professional development (Buysee, Sparkman & Wesley, 2003). Sustaining the CoP over time. Challenges of Communities of Practice

Constructive or Destructive?? Communities of Practice. A discourse on working collaboratively…are the benefits constructive or destructive…? What works well? / What Better If?

Considerations …. Transition to ‘Learner- Centre Teaching’ Whole session are useful but Trainee-led / bespoke Modules are more powerful. (Retention / Engagement) Facilitate and integrate effective discussion is journey not a process Needs consideration for current pedagogy in HEI Consider designing courses to support the traditional conventions of Teacher Training….(Sept start date) FUTURE….. Themes emerging… further mini research projects… Journey into the trainees’ NQT year.

References Buysse, V., Sparkman, K. L., & Wesley, P. W. (2003). Communities of practice: Connecting what we know with what we do. Exceptional children, 69(3), Furlong, J., & Maynard, T. (1995). Mentoring student teachers: The growth of professional knowledge. Psychology Press. Maynard, T. (2001). The student teacher and the school community of practice: A consideration of‘ learning as participation'. Cambridge Journal of Education, 31(1), Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Harvard Business Press. Wenger, E. (2001). Supporting communities of practice. A survey of community-oriented technologies.

Thank you for your time