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Practical Learning: Achieving Excellence in the Human Services International Conference 23-25...
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Transcript of Practical Learning: Achieving Excellence in the Human Services International Conference 23-25...
Practical Learning: Achieving Excellence in the Human
Services
International Conference23-25 January 2008
Edinburgh International Conference Centre
Keynote 4:
Scottish Teachers for a new Era:Transforming Teacher Learning
and Development
Myra A PearsonHead of School of Education
24 January 2008
Context and Foundations
Teacher Education Programme
The Research Dimension
The Future
Overview
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 21st century
… are adaptable, well organised and have highexpectations for their pupils …… know their material so thoroughly they caneasily teach children of different abilities … theyare flexible and can use different strategies to dowhat is needed to help every child to learn … theyare caring, compassionate, like children/youngpeople and like working with children/youngpeople
Effective Teachers
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 teacher’s career.
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
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
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 4 Emergent stage Development of professional knowledge, understanding, skills and values in practice Learning and teaching, curriculum Action research
Years 5 and 6 Beginning Teacher connections with Induction year extended year of mentoring
The BEd (STNE) Programme
Semester 1 Semester 2 Year 1 Psychology
Arts/Sciences Elective Education
- Learning How to Learn
Psychology Arts/Sciences Elective Education
- Learning How Others Learn
Year 2 Psychology or Arts/Sciences Elective Education
- From Learning to Teaching (children and adults)
Psychology or Arts/Sciences Elective Education
From Learning to Teaching (Personal and Professional Identity)
Year 3 Education - Learning and Teaching: The Emergent Professional 1 - Learning and Teaching: School and Community 1
Year 4 Education - Learning and Teaching: The Emergent Professional 2 - Learning and Teaching: School and Community 2
Field Experience Years 1 and 2 The Foundation Stage
25 days Investigating the influences on children’s 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 6 Beginning Teacher Stage Continuing Professional Learning and Development Year 5: Induction: 70% teaching 30% professional learning and development Year 6: Extended mentoring….
Research Framework
Key elements on the process of learning to teach Entry characteristics Learning opportunities ITE to Induction to CPD
How these elements Link to and relate to classroom practice Influence pupil learning and achievement
How external influences impact on the process of learning Further embedding effective practice
Research Model
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
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
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 I’m like, I think the kids will respond better if I’m like I don’t know and try to work things out with them…
… I’m 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
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
‘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 …