TELL Conference 14 th April 2015 How can a deeper understanding of the professional situation of LLS teacher educators enhance their future support, professional development and working context?

A Definition What do we mean by ‘Teacher Educators’? any teaching professional supporting the learning and development of trainees on any of the currently recognised ITE awards in the Lifelong Learning sector This could be a tutor, mentor, observer. They could be working on one or more of a number of courses (PTLLS, CTLLS, DTLLS, Cert Ed, PGCE)

Reach of research A total of 756 engagements with practitioners (sum total of people who were been engaged by attending workshop sessions, completing the online questionnaire or being involved in other project activity). 140 organisations 180 current teacher trainees 211 new or experienced teacher educators, 25 prospective teacher educators 161 survey respondents (who were all current teacher educators) Estimated total of TEds

Survey Findings Percentage of time involved in teacher education. 65.6% of participants spent over 50% of their time involved in ITE, but only part of this time spent teaching / supporting students / trainees. 49% of participants are spending over 50% of their time teaching / supporting students. 70.4% of female participants are teaching for more than 25% of their time, as against 55.7% of male participants. This further reinforces the suggestion that teacher education is a feminised area of work.

Survey Findings Top essential characteristics flexibility, adaptability, availability % gaining the professional respect of other teachers % the ability to model good practice in teaching % passionate about teaching and learning - 85% Top development needs the 'even more quality' (a term suggested by a discussion group participant in the early stages of the project) area highest development need % being innovative and charismatic % (perhaps out of modesty!)

Survey Findings Comments on Characteristics Courage to stand firm amidst changes that are not always wise. Ability to provide multi-culture and internationalist perspectives and to challenge received views. Infinite patience and the capacity to challenge self and others' actions and values

Survey Findings Subject Knowledge Top Three areas of knowledge the wider benefits of learning % teaching and learning principles and practice across the whole teaching cycle % pedagogy (theoretical and procedural knowledge of teaching) %. Highest development needs embedding sustainable development in teaching % embedding Information and Communications Technology (ICT) in teaching %

Survey Findings Comments on knowledge because the LL sector changes so rapidly, all of these will always be areas for further development in order to keep up to date with knowledge. A broader more holistic knowledge of the PCET sector and its associated learners from voluntary, community, FE,HE and penal education

Characteristics and values of Teacher Educators Already experienced teachers Routes into teacher education varied Directly involved in developing the teaching workforce Also developing the teaching community Modelling teaching and values of critical autonomy Passionate about teaching and learning Contested areas of teaching and learning theory

FRAMEWORKS THE ‘CONNECTED PROFESSIONAL’ 1. The Practical Connection Practical underpinning of teaching skills, knowledge, understanding and application. 2. Democratic connection The active involvement in democratic action. 3. Civic connection The ‘Civic Connection’ is the active engagement in civic action with the wider community to support and enact development. 4. Networked connection The cultivation, involvement and sustenance of the means of active engagement with other professionals and the wider community. The networked connection is the key to ‘switching on’ the other three connections of the connected professional. Way of making it work.. ‘Learning design system’

‘TEACHER EDUCATOR AS CONNECTING PROFESSIONAL (TEACP)’ 1. Connected Professional Practical, Democratic,Civic and Networked connections Way of making it work.. ‘Learning design system’ 2. Pedagogy of teacher education General pedagogic principles: recognising the moral role of teacher education; modelling practice and ‘golden moments’; recognising the value and place of learning theory; developing learning communities of reflective practitioners and connecting theory, practice and workplaces. 3. The multiplicity of role, purpose, location and expectation Recognising and embracing multiplicity and diversity to manage and develop expansive learning opportunities and make sense of working and learning environment. 4. Professional Development and Support The processes and practices which enable TEds to make their journey from being a teacher to a teacher educator successfully and to operate and develop as a practitioner.

Recommendations Recommend adoption of connected professional and TEACP. Creation, supporting and facilitating of local, regional, national and global networked communities of LLS TEds Development of a Teacher Education Manifesto Support FES TEds in carrying out, publishing and applying / disseminating research Further research into the professional situation of FES TEds. Further support for CPD for FES TEds, prioritising ICT