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Developing Research Capacity in Initial Teacher Education: A New Approach to Early Professional
LearningMartin Hagan
St. Mary’s University CollegeBelfast
Paper presented at the 6th Teacher Education Advancement Network (TEAN) Conference
Conference AstonBirmingham
13-14 May 2015
A long time ago…
A model of teaching and learning which had not really changed…
Forward in time…
The Problem
Practice-focused? Built on relevant educational research?
Linking theory
and practice?Helping to link
between professional and
academic phases?
Focused on
learning?NOSahlberg, Broadfoot, Coolahan, Furlong, and Kirk (2014)
The research-teaching nexus (Adapted from Healey 2005: 70)
Research-tutored
Curriculum emphasises learning focussed on students writing and discussing essays
Research-based
Curriculum emphasises students undertaking inquiry-based learning
Research-led
Curriculum is structured around teaching subject content
Research-oriented
Curriculum emphasises teaching processes of knowledge construction
Students as audience
Students as participants
Emphasis on content Emphasis on process
Theoretical framework
Instructional, didactic
paradigm (Bar and Tagg,
1995)
Learning paradigm
(Bar and Tagg, 1995)
Engaged Learning
paradigm (Hodge, Marcia
and Hayes, 2009)
DependenceIndependence and ‘Self-authorship’
A potential solution
http://insight.glos.ac.uk/tli/activities/ntf/creativehops/pages/default.aspx
Mick Healey
What is a capstone module?
• The capstone module acts as an integrative and culminating module and is central to the student being able to demonstrate the high-level skills and knowledge required to earn a degree-level qualification
Guide to the European Capstone Module (2007:iii)
A SYNTHESIS PROJECT
How could it benefit students?
Capstone projects will help students
to:
• enhance organisational, planning and project management skills;
• work independently and autonomously even if engaged in a joint or group project;
• retrieve, analyse and evaluate information;• develop confidence in proposing original ideas,
interpretations and solutions;• apply the knowledge and understanding they have
acquired across the complete BEd programme.
What did we need it to do?
• include issues and problems which are relevant to the programme of study i.e. the BEd degree;
• relate to a theoretical base;• be sufficiently focussed to allow
for the development of depth in the work;
• have a manageable timescale.
The capstone project had to:
How could we get it started?
• Students could generate their own project ideas
• Staff could provide a list of project ideas/titles/suggestions
There were two ways in which a
topic could be selected
Project refinement would involve discussion and negotiation between students and staff to ensure that the project was realistic, achievable and valid
What about Supervision?
The capstone project is ‘owned’ by the student
The supervision of the project is based on a
partnership between the supervisor and the
student
The responsibility for the learning is borne largely by the student
with the supervisor acting in a supportive
role
Key principles
Output criteriaCONTINUUM
Single, research-based project
• Theory-supported empirical research
• Secondary-source, review-based studies
• Conceptual or theory-based research
Product-based output
• To include a supporting manual or Evaluation of the design process• Learning resource• Piece of software• Prototype• Web-based
product
Assessment of the European Bachelor Capstone European Capstone Module, Pg. 20
Demonstrate knowledge and understanding in a field of study
Demonstrate an ability to apply their knowledge in a professional and appropriate manner
Demonstrate higher-level competences appropriate to the academic field or vocation
Demonstrate the ability to gather relevant data and to interpret these to inform judgements on relevant social/scientific/ethical issues
Demonstrate that they can communicate information, ideas, problems and solutions in a clear and concise manner
Demonstrate that they have developed the learning skills to undertake the study with a degree of autonomy
Practice-focused? Built on relevant educational research?
Linking theory
and practice?Helping to link
between professional and
academic phases?
Focused on
learning?YesSahlberg, Broadfoot, Coolahan, Furlong, and Kirk (2014)
The Process of Change
Issues for consideration
Student preparatio
n and managing student and staff anxiety
Timing
Selection of
supervisors
Supervision process
Integration of Capstone
principles throughout the whole
programme
Guidance bookletsA Guide for Students
A Guide for Supervisors
TimeframePERIOD EVENT
BEd 3 – Semester 2Jan and April/May
Understanding the Capstone Project Short programme on educational research methods
BEd 3 – MayConsultation with potential supervisor/sPreparation of Capstone research proposalSubmission of research proposal in Week 26Allocation of supervisor/s
BEd 3 - May First brief meeting with supervisor/s
BEd 4 - October First formal meeting with your supervisor/s
BEd 4 – October - DecemberFurther consultation meetings School visits if requiredDevelopment of projects
BEd 4 - January Submission of Capstone Projects
The Outcome
Evaluation - Overall
Survey was conducted using SurveyMonkey following submission of the projects 68%
Response
86% ‘An excellent/very good learning experience’
Evaluation – Level or preparation
59%‘I felt very/fairly well prepared to
undertake my project’
I wasn't sure what was expected and the
lecturers didn't seem to have a coherent
understanding of what was wanted
As it was new it took me time to understand
what was required
Evaluation - Supervision
14%‘I met with my supervisor
once a month’
86% ‘I met with my supervisor either once a week or once
a fortnight’
Evaluation – Supervision
91%‘I found my Capstone
supervision to be excellent/very good’
We had some of our meetings as a class group which was
really good because we could all ask questions and some
people had thought of things that I maybe hadn't
[My supervisor…] was fantastic and had a real
interest in my project
Evaluation – Knowledge and understanding
95%’my knowledge and understanding
of my research topic improved well or very well’
90%’my knowledge and understanding of educational research improved
well or very well’
Evaluation – Knowledge and understanding
Capstone gave me a deep insight into my chosen topic - very
worthwhile!
I feel it will be good to discuss
it in job interviews.
it showed me new research methods and
give me a great understanding of the
research process
It was also very useful on Teaching Practice for those
who created a Resource Pack. Other teachers were
very impressed by the amount of work carried out
Staff reaction
I still think the secondary students
need a stronger focus on their
subject
I really thought this was going to damage the
integrity of the work of the (subject) department but I’ve been amazed at how well the students
have bought into this. It’s actually enhanced what
we do
This has changed the whole way we think about how we
work.
There is so much at stake here. Supervision is very
time-consuming but I feel I need to keep a close eye on how the
students are getting on in case there’s a problem
External examiner
…It looks as if there have been gains in learning from personalising the curriculum to students’ own learning journey….The fact that this assignment familiarises students with the language of professional
enquiry means that even more ordinary examples of the assignment mean that all student teachers share a common language about
professional development which will have important consequences for the future strengthening of learning in the teaching profession in
Northern Ireland.
Dr Beth Dickson, University of Glasgow
Further developments
3 students published inTEAN STeP Journal Vol.1
(1) 2014
Winner of the George Berkley Gold Medal in the category of Education by the international
awarding body Undergraduate Awards
5 students published inTEAN Educators’
Storehouse
46 students presented their papers at the first
STRE@M Conference
Useful resources
• University of Gloucester - Rethinking Final Year Projects and Dissertations: Creative Honours and Capstone Projects
http://insight.glos.ac.uk/TLI/ACTIVITIES/NTF/CREATIVEHOPS/Pages/default.aspx#
• Guide to the European Capstone Module – Lifelong Learning Programme
http://ave.dee.isep.ipp.pt/~mbm/capstone/files/Capstone-Guide-Final_EN_V2.pdf
Thank you and over to you…
Thoughts
