Professional Formation of Teachers in Higher Education
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Professional Formation of Teachers in Higher Education Research, theories and practices Jo Tait, SCEPTrE, University of Surrey, UK Peter Knight, Institute of Educational Technology, The Open University, UK
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Professional Formation of Teachers in Higher Education. Research, theories and practices Jo Tait, SCEPTrE, University of Surrey, UK Peter Knight, Institute of Educational Technology, The Open University, UK. From competence to excellence. Jo Tait, SCEPTrE, University of Surrey, UK. - PowerPoint PPT Presentation
Transcript of Professional Formation of Teachers in Higher Education
Professional Formation of Teachers in Higher Education
Research, theories and practices
Jo Tait, SCEPTrE, University of Surrey, UKPeter Knight, Institute of Educational Technology, The Open University, UK
From competence to excellence
Jo Tait, SCEPTrE, University of Surrey, UK
From competence to excellence
Assumption of individual competence
Working practices and development of participants in their particular work roles – towards excellence
Definition of excellence
Commitment to continued learning
Developing contexts
Organisational sites and spaces where action and influence are possible.
Complex contexts
• Distributed communities: 7000+ part-
time tutors in 13 geographical regions,
including continental Europe
• Hierarchies and structures for
development – central and regional
• Central production / local interaction
Strands of enquiry
Questionnaire – for baselining and engaging
volunteers
Reflection individual journal and professional
conversations – face to face and online
Narrative – stories about ‘failing students’ and
‘portfolio careers’
Assessment – paired marking / plenary discussions
Symposium – shared questions and emergent
solutions across systems and hierarchies
Underpinning concepts
Adult, informal and experiential learning (Rogers)
‘Excellence’ as open-ended commitment to
learning – replaces competence and reflection
Situated learning (Lave and Wenger)
Appreciative inquiry (Ludema and Cooperrider)
Systems thinking (Checkland)
Outcomes for participants’ professional learning
Professional voice – peripheral participation in
course development, collaborative learning, active
contribution
‘A conversation you didn’t know you were going to
have’ – unanticipated benefits
Self-appreciation – for assessment and feedback
Contextual knowledge – for organisational change
Concepts of excellence in …
Focus of inquiry
Inquiry approaches
Anticipated outcome of inquiry
Individual participant
People and their storiesFeedback from individuals
AutobiographyNarrativeReflection and journals
Personal learning and developmentUseful ways of reflecting
Activity groupsProcesses and systems
Dynamics of teaching and learning systems
Focus groupsSense-making conversations
Shared understandings of practiceParticipation
Organisational structures and environments
Staff development arrangementsInformation and participationOrganisational stories and assumptions
MappingReview of planning documents and strategiesFormal and informal conversations
Understanding values and practices in diverse locations Enhanced processes and environments for learning and development
Questions for reviewing studies
.OU study PiT Benchmarking
Trustworthiness
Implications
The effects of post-graduate certificates in teaching and learning in higher education
Peter Knight, the Open University
Design of empirical work
Sample Tool
First survey, Autumn 2005
171 current, 73 past volunteers from 8 universities
Modified questionnaire used in PiT and OU
E-interviews, Spring 2006
49 current, 32 past participants who replied to the first survey
Modified schedule from PiT and OU
Phone interviews, April and May 2006
23 of those who participated in e-interviews
Modified schedule from PiT and OU
Second survey Summer 2006
167 current participants from 12 universities (two thirds come from original 8 universities)
Extended version of 1st survey
Findings (1)
1. Qualitative data align with the analyses of quantitative data and illuminate them. (Tables 3.8, 3.10)
2. Professional formation as a teacher in higher education is substantially affected by simply doing the job, one’s own experience as a student, non-formal workplace interactions with others, and staff development provision. (Tables 3.1, 3.4)
3. Levels of satisfaction with the various ways of developing as a teacher are modest. (Tables 3.2, 3.5)
Findings (2)
4. People starting out on PGC courses had high hopes. (Table 3.3). Towards the end of their course they were less positive. (Table 3.12)
5. There are some differences between the responses of past and present participants in PGC courses, although it is possible that they may be attributable to selection bias.
6. There are hints that the benefits of PGC courses may most strongly disclose themselves some time after completion, especially when graduates are in a position to design or substantially change modules or other aspects of provision.
Findings (3)
7. Variations in the response patterns from different universities are apparent in their questionnaire responses towards the end of their course. (Table 4.1). There are no other systematic and significant patterns of variation. (Section 4)
8. PGCs follow the pattern of PGCE courses. Doubts about the efficacy of PGCEs are noted.
9. PGCs follow an approach to professional learning that has been significantly supplemented by research into professional formation.
Question
What is the place of PGCs in the professional formation of higher education teachers?
Curriculum and pedagogic enhancement
Structure and agency in the formation of
teachers in higher education: the practice of
educational developers with a commitment to
curriculum and pedagogic enhancement
Trustworthiness of the set of five studies
Implications – how might the set be used or
applied?
Contacts
Peter Knight, The Institute of Educational Technology,
The Open University, Milton Keynes, MK7 6AA
Jo Tait, SCEPTrE,
University of Surrey, Guildford, GU2 7XH
