A role for teacher research in initial teacher education
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A role for teacher research in initial teacher education edgehill.ac.uk Professor Tim Cain, Edge Hill University
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This presentation formed part of the HEA-funded workshop 'Research methods for teacher education'. This event brought together academic experts in educational research methods with school leaders, to debate, share and determine how student teachers and teachers on part-time Masters-level programmes can best be taught to use research methods to better understand and ultimately, improve the quality of their teaching and improve educational outcomes for pupils and schools. This presentation forms part of a blog post which can be accessed via: http://bit.ly/1m8vkEW For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
Transcript of A role for teacher research in initial teacher education
A role for teacher research in initial teacher education
edgehill.ac.uk
Professor Tim Cain, Edge Hill University
edgehill.ac.uk
Main messages1 Teacher research, as a form of insider research is
different from other forms of research
2 Understanding this provides possibilities for considering what mixed-method teacher research might look like
3 Mixed-method teacher research could transform teaching by transforming teacher education
edgehill.ac.uk
Teaching: ontologyTeachers inspire development
-Thinking, understanding, Knowledge, Action
An authority (content)
In authority (relationship)
Teachers’ expectations
Students
Influence of peers
Influence of institution
Supra-institutional influence
edgehill.ac.uk
Institution
TeacherPast experiences/
knowledge/
expectations
StudentsPast experiences/
knowledge/
expectations
Beyond
Pedagogy/Regulation
Teacher research researches…
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Teaching: epistemology Ready access to data
All data mediated through the teacher’s self
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Problems when TR is used to generate knowledge
Methodological:
self-confirming tendency
power relationship issues
‘teaching’ data vs. ‘research’ data
Teaching ethic trumps research ethic
Practical:
Tendency to ‘research’ technical improvements, divorced from aims & values
‘mission creep’
Research can become individual
Research not prioritised
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Teaching knowledge Research knowledge
Procedural – partly tacit Propositional
For developing students For understanding situations
Practically-driven Theoretically-driven
Messy Focused
Situation specific Generalised
Quick Slow
T R
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Tripp, 2003
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ExamplesJo Mattock: Behaviour management
Mel Holmes: Formative assessment
Alison Larrett: Freedom to learn
Satisfy the conditions for one-turn action research, based on literature
However, quite insular
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Mixed methods?
Would a combination of Teacher Research and ‘outsider research help to connect the two worlds more effectively?
If so, what might it look like?
