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Practical Learning: Achieving Excellence in the Human Services International Conference 23-25 January 2008 Edinburgh International Conference Centre
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Keynote 4: Scottish Teachers for a new Era: Transforming Teacher Learning and Development Myra A Pearson Head of School of Education 24 January 2008
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Context and Foundations Teacher Education Programme The Research Dimension The Future Overview
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Scottish Teachers for a New Era What is STNE? Research and Development Initiative Funded by Government, Hunter Foundation and the University Developing Teachers: Increasing Pupil Gains Exploring how best to prepare teachers to support learners and learning in the 21 st century
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… are adaptable, well organised and have high expectations for their pupils … … know their material so thoroughly they can easily teach children of different abilities … they are flexible and can use different strategies to do what is needed to help every child to learn … they are caring, compassionate, like children/young people and like working with children/young people Effective Teachers
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The Aberdeen Approach Build an evidence base – add to knowledge and inform developments Develop new collaborative model of teaching learning and development from Initial Teacher Education through Induction and into the early years of a teachers career.
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The Design Principles Decisions driven by evidence Engagement with Arts and Sciences Teaching as an academically taught clinical practice Social and educational inclusion Reflective and activist teacher
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Teacher deep curriculum knowledge investigator present relevant curriculum confident exploring new methodologies and technologies Learning environment university-based, new investigative/research model of field experience Support framework university staff and class teachers as mentors to and co-investigators with students Professional Culture decision making, embedded framework of evidence gathering, reflect on impact of teaching on pupil learning Determining Factors
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BEd (STNE) Model Years 1 and 2 Foundation Stage development of knowledge and understanding of learning, personal and professional growth challenging assumptions, beliefs and values critical enquiry/investigation Years 3 and 4Emergent stage Development of professional knowledge, understanding, skills and values in practice Learning and teaching, curriculum Action research Years 5 and 6Beginning Teacher connections with Induction year extended year of mentoring
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The BEd (STNE) Programme
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Field Experience Years 1 and 2The Foundation Stage 25 days Investigating the influences on childrens learning Year 1: Practical Experience relating to family, school and community Year 2: Issues of Diversity and inclusion, issues of professional identity Years 3 and 4 The Emergent Stage 24 weeks + 20 days (Action Research) The development of professional knowledge, understanding skills and values Learning and Teaching, Curriculum – discrete and cross curricular Action Research Years 5 and 6Beginning Teacher Stage Continuing Professional Learning and Development Year 5: Induction: 70% teaching 30% professional learning and development Year 6: Extended mentoring….
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Research Framework Key elements on the process of learning to teach Entry characteristics Learning opportunities ITE to Induction to CPD How these elements L ink to and relate to classroom practice Influence pupil learning and achievement How external influences impact on the process of learning Further embedding effective practice
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Research Model
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Portfolio of Evidence Surveys and Tracking Entry survey and profile Exit survey and profile Year 1 survey Year 2 survey Common course and reporting Qualitative Case Studies Pupil Gains Studies Teacher Action Research Comparative Studies
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the new programme … through the teaching of the new style B Ed course we are focusing much more strongly on teaching the pupils in an informed way, taking our observations and tailoring our lessons around these learning needs. We are not given a checklist to follow …. … now I see where they are coming from because with the experience from the like of psychology and out in the university I am not just stuck in Education, I am a lot more open to things, so yes, the course has really helped me. Hopefully I can be an excellent teacher, more than if I had done the traditional course and just been like watching the teacher write on the board… Reactions from students
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mutual learning … in the videos you could see that I was like…. my god, I have got to pretend I know what I am doing, but now Im like, I think the kids will respond better if Im like I dont know and try to work things out with them… … Im happy to learn from the children because you learn so much more… taking field notes … maybe at the time you are thinking, why are we doing this? but, like for the essay I handed in today, I looked over the field notes and I have definitely learned from it… … Reactions from students
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collaborative learning, working in pairs and groups during field experience … someone to talk to about teaching … … someone to feed off … … someone to share with, like peer assessment... and it helps, it always helps Reactions from students
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In his teaching the wise man guides his students but does not pull them along; he urges them to go forward and does not suppress them; he opens the way but does not take them to the place …. if his students are encouraged to think for themselves we may call the man a good teacher Confucius (c. 5th century BC) STNE next steps …
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