Valuing workplace research as part of teacher education

Mike MartinLiverpool John Moores University

Higher Education Academy Social Sciences Conference 23 - 24 May 2013

Background Changing context of teacher education Workplace research as part of teacher education is under

threat Personally interested in teacher education rather than

teacher training Exploring alternatives to competency-based forms of

assessment (doctoral research) Experience of working with pre-service teachers over a 15

year period across 4 Universities Belief in the value of research by pre-service teachers

both for them and in general

Rationale for research studyWhat we say to students…

The importance of reflecting on your teaching practice cannot be underestimated and many teachers find that investigating issues in a structured way helps to improve the quality of learning for pupils. Many of the successful teachers you see in school have achieved that level of expertise by reviewing their practice and exploring areas of concern through an academic research framework.

Aims of workplace research Knowledge - Provide an insight into research

paradigms, methodologies, methods, analysis and interpetation, pitfalls etc

Skills - Enable students to write critically about their own work and the work of others

Concepts - Recognising the place of practitioner research in informing practice

Attitudes - Value education by enabling them to step out of their training role

What some of the literature says …forging links between research and practice in meaningful ways

during pre-service teacher education is essential. (Kotsopoulos et al 2012:21)

The transition from student to teacher can be eased and supported by doing action research. Through developing systematic reflective practice, beginning teachers can learn to integrate taught theory with actual practice, becoming professionals in every sense of the word.

(Smith and Sela 2005:297) …pre-service teachers may tell their own stories of learning to teach

rather than having those stories told by others doing research about them.

(Phillips and Carr 2009:210)

Students research study at LJMU Long history of research study built into programmes

of teacher education (not optional) Integrated part of final-year BA undergraduate

programme Integrated part of PGCE programme Data collected whilst on placement(s) Worth significant academic credit – high stakes

Postgraduate research study PGCE academic module (20 credits at M Level)

consisting of 2 componentsLiterature review

Literature review of an aspect of learning, teaching and assessment

Report Critically evaluative account of a small-scale research

study

Postgraduate research studyApproach

Introductory lectures and subject seminars Focus very much on action research Development of literature review Feedback on literature review Development of proposed study Peer-review of proposed study prior to final

placement Submission of report whilst still on final placement

Undergraduate research study Undergraduate research module (24 credits at level 6) consisting of 2

componentsProposal

Section 1 - Provide a critique of the role of practitioner research in education. Section 2 – Proposal along with a rationale supported by reference to

literature Appendix - Completed University Ethics FormReport

Literature review, Methodology and methods Results and interpretation Discussion Conclusion & implications for practice

Undergraduate research studyApproach

Introductory lectures and subject seminars Development of proposal and ethics form Feedback on proposal Amendments made prior to first placement Review of progress between placements Submission several weeks after completion of

second placement

Questions to students In what ways was the experience of being a

researcher valuable? What have you learned from your research study? How has your study helped your development as a

teacher? How prepared did you feel before starting your

research? What changes would you suggest could be made to

the Module? What drawbacks have there been?

Reflections from studentsIn what ways was the experience of being a researcher valuable?

It has given purpose to my placement, giving me targets to aim for, complete and achieve…

It allowed us to explore areas of teaching that we may not have considered to be of importance.

It has made me very critical of almost all published research, especially those highlighted in the media which suggest they have been commissioned with an agenda in mind!

It really taught me to question the very nature of a curriculum...who decides it, on what basis and how do pupils' day-to-day views actually align with literature on good practice in curriculum and educational institution construction? It enabled me to (in a limited sense) step outside of education and look at its development neutrally and actively consider/question it, instead of being just caught up in the midst of what needs to be taught that day.

Reflections from studentsWhat have you learned from your research study?

I have learnt firstly, don't ever anticipate that you will get everything back that you hand out. Students may have the best intentions of helping out, but they often let you down at the last minute.

I've learnt that I am naive and a novice at researching an aspect of my subject area, and so I would need to observe and study how other researchers operate in future to produce a quality research study

My personal study considered a specific point of teaching in transition.. Current issues regarding performance related pay have put this into context and have tied in with my research as teaching being a shared responsibility ‘Every teacher a teacher of reading’.

Reflections from studentsHow has your study helped your development as a teacher?

I have discovered gaps in teaching practice which need addressing and I feel that I am in a suitable position to help make that change in my first teaching post.

 It has given me more awareness of the effectiveness of my teaching, its helped me pinpoint the things that work and why the things that are not successful don't work. I understand the importance of influences outside of school and has made me ask questions that I would like to do in further research.

I have realised the greater, holistic, needs and to be considerate of the wider abilities of children when planning and delivering lessons.

Reflections from studentsHow prepared did you feel before starting your research?

Very unprepared as I have need seen or observed how a research study is practically undertaken

I was worried at first about topic choice and finding something I had a bit of a passion to actually write effectively (hopefully!) about...once I sorted this though I thought it was a really interesting module and it gave me a good insight into what social science research is, and how it is carried out, not just from a teaching point of view.

Quite well prepared, the proposition sessions and assignment focussed ‘what and why’ very well...

Reflections from studentsWhat changes would you suggest could be made to the Module?

Study ways in which researchers have undertaken research. (i.e. their methods and their proposals and how they linked).

The online power point that you did were probably more helpful than the actual lectures, because they could be revisited and were better than reading some poorly taken notes.

Because the module is covered way before the actual project, more of these online lectures would be good to refer back to.

Reflections from studentsWhat drawbacks have there been?

 I had issues with photocopying, one school refused to let me do it, so I had to pay for it myself (£20!!), and the students struggled to get the questionnaires back to me (especially in secondary school as I didn't see the students as often). Finding time to do interviews that suited the students was also difficult

Finding time on placement even to administer a questionnaire, let alone carry out interviews.

In my case, sample number was almost insignificant which has almost negated the actual research.  However, I am now more aware of research practices and shall be in a better position to implement such research in the future. 

Reflections from studentsGeneral observations

An unexpected highlight of the course which empowers participants to become research savvy (not experts) and acquire a skill set they will cascade through their teaching career!

Having that broader understanding (that included multiple perspectives) really added a context to what I was doing. It's funny but having done a real in-depth review into studies on praise, I now appreciate a) how complex the topic is b) how other people may not realise they are giving praise in potentially damaging ways. I know I'm not really, but I kind of feel like an expert in that area now and almost want to champion it.

Conclusions Beginning teachers can get a lot out planning and

undertaking research Links are made between theory and practice Such study allows for depth and breadth – enabling

some to question their / others thinking From their perspective it is valuable

The future… Constantly shifting landscape Shift from ITE to ITT Greater emphasis on school involvement Less time for students at university (if any…) Removal of research study from teacher training? Further develop the case - journal publication

Thanks for listening

m.c.martin@ljmu.ac.ukwww.mikemartinblog.wordpress.com

ReferencesKotsopoulos D, Mueller J & Buzza D (2012): Pre-service teacher research: an early acculturation into a research disposition, Journal of Education for Teaching: International research and pedagogy, 38:1, 21-36

Phillips, D and Carr, K (2009) Dilemmas of trustworthiness in preservice teacher action research. Action Research 2009 7: 207.

Price, J.N. 2001. Action research, pedagogy and change: The transformative potential of action research in pre-service teacher education. Journal of Curriculum Studies 33: 43–74.

Smith, K., and O. Sela. 2005. Action research as a bridge between pre-service teacher education and in-service professional development for students and teacher educators. European Journal of Teacher Education 28: 293–310.