Dr Samantha Twiselton, Executive Dean, Faculty of Education, University of Cumbria March 2011
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Transcript of Dr Samantha Twiselton, Executive Dean, Faculty of Education, University of Cumbria March 2011
Faculty of Education
Dr Samantha Twiselton, Executive Dean, Faculty of Education,University of CumbriaMarch 2011
FACING THE FUTURE WITH CONFIDENCE AND CREDIBILITY
How should HEIs respond in uncertain times and go forward positively to the future?
Faculty of Education
What gets you out of bed in the morning?
Why do you believe your job matters?
Faculty of Education
….bringing the transformational and opportunity-giving qualities of Higher Education to all who can benefit…(University Mission)…a belief in the transformational ability of education to change and improve lives…(Faculty Vision)
Moral Purpose – The Engine of Teacher EducationOur guiding principle for action - making a difference to the life chances of children, young people and adults.
Universities, schools and settings – we are in it together and we need each other to achieve our shared aspirations
Faculty of Education
SCHOOLS AND SETTINGS: COMPETITORS OR SCHOOLS AND SETTINGS: COMPETITORS OR PARTNERS?PARTNERS?
Placement pressures
Conflicting priorities
Multiple agendas
Students first
Teaching SchoolsAcademies Free schools
Pupils first
Uncertain Curricula
Devolved/reduced funding
Shared Moral Purpose:knowing ourselves - what we
have to offer – what our partners want from us
ResearchCo-enquiry
Deconstruction
Service ProvidersITE/CPD
Depth and breadthAcademic expertise
Placement progressStudent Journey
Faculty of Education
CONCEPT/SKILL BUILDERS
TASK MANAGERS CURRICULUM DELIVERERS
Really I was just concentrating on getting it done.
I wanted to get the word level in before the
sentence level, like the clock says
I wanted to show them in different ways - help them see
what it was all about.
The story structure was the key to the
reading and thewriting they would
do later
It all depends on what you’re trying to cover and what you want to get
out of the children. You have to have that in mind and take an approach
which is more effective – not tick boxes all the time.
be flexible in the discussion so you haven’t like got a set of questions that you just … like a script – so be flexible
so you can respond … go with the flow
Faculty of Education
Comparing pre-NLs and post NLS
Pre- NLS
• Distribution is fairly even across categories
• Distribution roughly reflects stage of progress in course
Immediately post- NLS
• Distribution is clustered around Curriculum Deliverer
• No Task Managers - fewer Concept/Skill Builders
Beyond NLS
• The development of a ‘meta-knowledge’ of curricula and the relationships with wider contexts means student teachers are much more likely to be able to scaffold children’s learning effectively
NLSIt’s like a steam roller – you
don’t have time to think about it – you just go to the next thing
Faculty of Education
The importance of ‘seeing the bigger picture’ - the curriculum as a tool, a means not an end
The need to connect up the curriculum to other frameworks, in particular a deeper understanding of the subject(s) and the child within it
The importance of multiple, contested perspectives
The need to teach responsively – not stick rigidly to plans inappropriately
The central role of values and beliefs
Key Findings
it’s given me a much deeper understanding of why I’m doing what I’m doing with
children in classroom.
Faculty of EducationWhat makes an expert teacher?
Tochon and Munby - synchronisation of knowledge sources
Sternberg and Horvath – knowledge, insight and efficiency
Greeno - ‘generality of knowing’
Edwards and Collison - school based mentors main job of ‘unravelling’ – left to HE
Faculty of EducationIMPLICATIONS
Student teachers need time and support to develop their understanding of : the underlying frameworks for subjects the relationship between curricula and broader contexts beyond the immediate
demands of the classroom context, but in a way that is readily transferred back into it.
How to ‘deliver’ the requirements of the curriculum. To do this effectively though they need help to explore and conceptualise the frameworks that underpin it.
School setting is central - scaffolding strategies that help children to transfer their understanding cannot be fully understood away from their context.
However, student teachers ideally need to experience a range of contexts and a range of curricula in order to develop a ‘meta-knowledge’ of the learning they are trying to promote.
AND SO …
Faculty of Education
Practitioner
Pupil focus
Imm
ediac
y
Rele
vanc
e
Bigger picture
Co-e
nqui
ry
Deco
nstr
uctio
n
Research
Stud
ent j
ourn
ey
Compare/co
ntrast/
conte
st
Depth and breadth
Faculty of Education
The ITE Portfolio:The ITE Portfolio:Threats and OpportunitiesThreats and Opportunities
Urgent discussions with TDA, UCET and Westminster
Scenario planning - employer and student engagement
Creative positioning through revalidation
Possible re-positioning of university HEFCE portfolio
Faculty of Education
Tim Farron’s Early Day Motion
This house believes that British teacher education is amongst the best in the world, notes that teacher education forms a very significant part of UK higher education, supports undergraduate teaching degrees being delivered through the current partnership approach between higher education institutions and schools, would resist any attempts to move postgraduate or undergraduate teacher training wholly or mainly away from a higher education setting given that to do so would lead to disintegration, a loss of accountability and quality, would provide an unwelcome administrative and managerial burden on schools and would constitute a severe blow to many excellent higher education institutions, and calls upon the Government to maintain a partnership approach when it publishes its anticipated white paper
Faculty of EducationSCENARIO PLANNINGSCENARIO PLANNING
Scenario 1 Removal of 4 Year Primary and EY
Degrees and secondary UG ITE
Scenario 2 Removal of all UG ITE
Scenario 3 Removal of all University Based
ITE
Common frameworkHEFCE route(s) to QTS – 2 year degrees Modelling of financial impactFlexible staffing strategySecondary consolidationHEFCE routes to QTS2 year degrees Multiple career optionsMasters level Access Increased PGCE
Service provider for school based ITE and CPD:Clinical model:Glasgow/Aberdeen,Joint staffing – employment embedded
Seizing of enterprise opportunities and additional funding sources: LA down-sizing, End of National Strategies, International potential in
London/NW
Faculty of Education
What do HEIs offer that it is hard for schools to do alone?
• A research based approach to learning and teaching• Critical reflection• An ability to synthesise knowledge and experience
across contexts and disciplines• Compare, contrast, critique and contest• Depth and breadth• A deep understanding of all aspects of the student
journey• THE BIGGER PICTURE