1. TRANSFORMING TEACHER EDUCATION: CULTIVATING OUR OWN LEARNING Viv Ellis King’s college london

3. 1. FALSE STARTS? TWO STORIES

4. ‘What can you do that we can’t do?!’

5. ‘it’s very difficult to use the word “university” with ministers’

6. 2. REFORM! )

7. ‘Who is to blame for our education system slipping down the international rankings? The academics in the education faculties of our universities.’ ‘Teaching unions aren’t the problem – universities are’ (Nick Gibb, 2014)

8. THE REFORM POSITION Historical institutions such as university Faculties of Education have failed to produce enough effective teachers (esp. STEM) These institutions have also failed in terms of social justice and social mobility Teacher preparation as a field must be subject to disruptive innovation by private providers in a deregulated market-place Private providers can harness new technologies to reduce costs, increase accountability and create new revenue- generating opportunities Student attainment on standardised tests is the ‘essential outcome of effective teaching’ ‘High-leverage instructional practices’ privileged over practical wisdom Teaching is reframed as leadership and leadership advanced as the solution to the ‘problem’ of broken schools (and a broken society) Paradoxical professionalism – more important but reduced in form 8

9. 3. DEFEND!

10. THE DEFEND POSITION “But we are universities – we have been around a long time already and we’re likely to be around for even longer” “We get teachers to reflect” “We introduce theories teachers wouldn’t otherwise know about” “We provide beginning teachers with access to ‘cutting edge’ research and active researchers” “Look at Finland - In high- performing school systems, teachers need Master’s degrees” The “clinical practice” justification (BERA) Economies of scale – teacher supply (UCET) 10

11. Developing English Teaching and Internship Learning (DETAIL) - Oxford University Press John Fell Fund The Work of Teacher Education (WoTE)– ESCALATE/Higher Education Academy The Pedagogies of Teacher Education for Urban Schools (PeTEUS) – British Academy) 11

12. THE PROBLEMS WE FOUND UK universities are generally confused and ambivalent about employing academics who primary responsibilities are to educate and prepare teachers Departments or Faculties of Education often run twin-track approaches to the employment and career development of academics who are teacher educators The higher education discipline of Education regards Teacher Education as a (often necessary) problem Teacher Education as a field hasn’t worked out its relationships with the profession nor with the educational research community Teacher educators spend most of their time doing ‘relationship maintenance’ – a ‘sticking plaster’ for the system The proletarianisation of teacher educators has a potentially detrimental impact on the independent development of the profession and on the growth and health of Education as a discipline BUT – in several ways – Teacher Education can create the conditions for its own flourisihing along the lines suggested for the higher education overall 12

13. 4. TRANSFORM

14. ‘What can you do that we can’t do?!’

15. ‘it’s very difficult to use the word “university” with ministers’

16. TEACHER EDUCATION IN THE PUBLIC UNIVERSITY: KNOWLEDGE FUNCTIONS (ELLIS 2013; ADAPTED FROM BURAWOY 2011)

17. PRINCIPLE 3 The profession of teaching is a collaborative community deserving of the distributed agency afforded by an enabling state and with responsibilities for the development of the collective, professional creativity that makes a positive difference to the education of young people in schools.

18. PRINCIPLE 4 The relationships between higher education and the profession around the preparation of teachers might be understood as coconfiguration of new forms of activity rather than merely structural partnerships and channels of communication.

19. PRINCIPLE 5 Coconfiguration of teacher education activity can produce strong, Mode 2 forms of research and development that has systemic impact as well as having benefits for all collaborators, including university- based teacher educators.

20. MODE 2 KNOWLEDGE PRODUCTION (Michael Gibbons, Camille Limoges, Helga Nowotny, Simon Schwartzman, Peter Scott & Martin Trow - 1994) Context-driven Problem-focused Interdisciplinary Research carried out in the context of application with those who will work with it

21. The leadership challenges 21

22. ACTION 1 Create the conditions for change through powerful arguments in the public sphere

23. ACTION 2 Design professional learning around complex understandings of practice

24. ACTION 3 Rebuild the research programme in teaching and teacher education around theory-building, cross-setting intervention research.

25. CONTACT viv.ellis@kcl.ac.uk @viv_ellis www.vivellis.org

26. CONTACT viv.ellis@kcl.ac.uk @viv-ellis www.vivellis.org