1. G.Anderson TLCFE (CCC/UnivOfWarwick) Transforming Learning Cultures in English Further Education (FE) [TLCFE] Developing Research Capacity

2. G.Anderson TLCFE (CCC/UnivOfWarwick) Introduction Contextualisation – English Further Education Contextualisation – English Further Education The longitudinal study The longitudinal study Theoretical underpinnings Theoretical underpinnings The importance of teacher research The importance of teacher research Research-based professionalism Research-based professionalism Conclusions and questions Conclusions and questions

3. G.Anderson TLCFE (CCC/UnivOfWarwick) English FE Roots in vocational education Roots in vocational education 20 th century addition ‘second chance’ education 20 th century addition ‘second chance’ education Trades – plumbers, electricians, engineers, auto-engineers,etc. Trades – plumbers, electricians, engineers, auto-engineers,etc. Professions – accounting, marketing, logistics, management etc. Professions – accounting, marketing, logistics, management etc. Mature student access to university Mature student access to university Post 16 years – great diversity Post 16 years – great diversity

4. G.Anderson TLCFE (CCC/UnivOfWarwick) Learning Culture – Project Aims deepen understanding of the complexities of learning; deepen understanding of the complexities of learning; identify, implement and evaluate strategies for the improvement of learning; identify, implement and evaluate strategies for the improvement of learning; develop lasting capacity amongst practitioners for enquiry into FE practice. develop lasting capacity amongst practitioners for enquiry into FE practice.

5. G.Anderson TLCFE (CCC/UnivOfWarwick) Theoretical underpinnings Pierre Bourdieu et al Pierre Bourdieu et al Capital – cultural, social and economic Capital – cultural, social and economic Proximity to ‘dominant culture’ may be determinant of education success Proximity to ‘dominant culture’ may be determinant of education success Notion of ‘habitus’ – uniqueness of dispositions Notion of ‘habitus’ – uniqueness of dispositions Lave and Wenger et al Lave and Wenger et al Situatedness of learning – a sociocultural phenomenon Situatedness of learning – a sociocultural phenomenon Communities of practice – legitimacy and power Communities of practice – legitimacy and power

6. G.Anderson TLCFE (CCC/UnivOfWarwick) Why is teacher research important? Education – central to economic success and social cohesion Education – central to economic success and social cohesion

7. G.Anderson TLCFE (CCC/UnivOfWarwick) Economic Problems “our only national system of secondary and higher education is unfitted to, or at any rate does not supply a great and crying national want, namely, for men fitted to cope with the danger we run losing our pre-eminence in industry and commerce” “our only national system of secondary and higher education is unfitted to, or at any rate does not supply a great and crying national want, namely, for men fitted to cope with the danger we run losing our pre-eminence in industry and commerce” Roscoe (1901) Roscoe (1901)

8. G.Anderson TLCFE (CCC/UnivOfWarwick) Why is teacher research important? Education – central to economic success and social cohesion Education – central to economic success and social cohesion Rapid change – communications technologies Rapid change – communications technologies

9. G.Anderson TLCFE (CCC/UnivOfWarwick) Why is teacher research important? Education – central to economic success and social cohesion Education – central to economic success and social cohesion Rapid change – communications technologies Rapid change – communications technologies Policy imperatives from Government - Policy imperatives from Government - ”titanic waves of school reform” (Lam et al,2002)

10. G.Anderson TLCFE (CCC/UnivOfWarwick) Why is teacher research important? Education – central to economic success and social cohesion Education – central to economic success and social cohesion Rapid change – communications technologies Rapid change – communications technologies Policy imperatives from Government – a top down approach Policy imperatives from Government – a top down approach Secure improvement in the classroom – bottom-up support Secure improvement in the classroom – bottom-up support

11. G.Anderson TLCFE (CCC/UnivOfWarwick) Reconstructing Teacher Professionalism “Every good teacher is a discoverer, and, in order to make discoveries, he [sic] must have liberty of experiment” (cited by Maclure (1965), p.145). “Every good teacher is a discoverer, and, in order to make discoveries, he [sic] must have liberty of experiment” (cited by Maclure (1965), p.145). The Bryce Report 1895 The Bryce Report 1895

12. G.Anderson TLCFE (CCC/UnivOfWarwick) To claim genuine professional status …… “the attitudes and practices of teachers must become more firmly grounded in educational theory and research” p.9 Carr, W. and Kemmis, S. (1986) Becoming Critical: Education, Knowledge, and Action Research, London, Falmer

13. Reconstructing Teacher Professionalism Action research – micro problems, better understanding of learning and learners Action research – micro problems, better understanding of learning and learners Articulation of tacit knowledge – the ‘craft’ of good teaching Articulation of tacit knowledge – the ‘craft’ of good teaching Continuous professional development Continuous professional development Teacher learning - “Example is notoriously more potent than precept” (Dewey, 1916;p.21) Teacher learning - “Example is notoriously more potent than precept” (Dewey, 1916;p.21) Development of a ‘learning culture’ Development of a ‘learning culture’

14. G.Anderson TLCFE (CCC/UnivOfWarwick) Learning Cultures Teacher confidence Teacher confidence KNOW – how? – practical skills KNOW – how? – practical skills KNOW – who? KNOW – who?