Teacher educators :Teacher educators :transition into higher education and transition into higher education and

developing research identitiesdeveloping research identities

Prof Vivienne Griffiths and Liz HryniewiczProf Vivienne Griffiths and Liz Hryniewicz

Canterbury Christ Church UniversityCanterbury Christ Church University

Dr Simon Thompson, University of SussexDr Simon Thompson, University of Sussex

UCET Annual ConferenceUCET Annual Conference

November 11-12th 2010 November 11-12th 2010

Research focus Research focus

Focus on practitioners (teacher educators) Focus on practitioners (teacher educators) developing research identitiesdeveloping research identities

Explores mentoring and supportExplores mentoring and support Highlights barriers to researchHighlights barriers to research Identifies key factors with wider application Identifies key factors with wider application

e.g. entitlement to research time, e.g. entitlement to research time, induction, buddying and an active induction, buddying and an active research culture research culture

Previous researchPrevious research

Dual transition of teacher educators from Dual transition of teacher educators from school to university (Murray 2008)school to university (Murray 2008)

Poor induction into academia (Harrison & Poor induction into academia (Harrison & McKeon 2008)McKeon 2008)

Lower status of teacher educators Lower status of teacher educators (Maguire 2000)(Maguire 2000)

Importance of internal support and Importance of internal support and collaborative learning (Dinkelman et al collaborative learning (Dinkelman et al 2006, McGee & Lawrence 2009) 2006, McGee & Lawrence 2009)

MethodologyMethodology

Case study approach (Cohen et al 2007)Case study approach (Cohen et al 2007) In-depth interviews with 12 teacher In-depth interviews with 12 teacher

educators and research mentors (9 f, 3 m)educators and research mentors (9 f, 3 m) Explored biographies, experiences of Explored biographies, experiences of

transition, support and barriers to researchtransition, support and barriers to research Beginning researchers as interviewers Beginning researchers as interviewers

(Stenhouse 1975)(Stenhouse 1975) Situated learning framework (Lave & Situated learning framework (Lave &

Wenger 1991, Eraut 2004)Wenger 1991, Eraut 2004)

ContextContext

Pre 1992 UniversityPre 1992 University Research intensiveResearch intensive 66% education faculty 66% education faculty

entered into RAEentered into RAE Small teacher Small teacher

education provision education provision (250 students)(250 students)

Highly developed Highly developed research cultureresearch culture

Post 1992 UniversityPost 1992 University Former teacher Former teacher

training collegetraining college 6% education faculty 6% education faculty

entered into RAEentered into RAE Large teacher Large teacher

education provision education provision (2500 students)(2500 students)

Developing research Developing research cultureculture

Strengths & skills of Strengths & skills of practitionerspractitioners

Up to date knowledge of fieldUp to date knowledge of field Access/ sensitivity to contextAccess/ sensitivity to context Valued dual perspective of insider and outsiderValued dual perspective of insider and outsider““(They have) a much better understanding than (They have) a much better understanding than

people who've just been through a research people who've just been through a research career of what the evidence means, the career of what the evidence means, the classroom observation... People with teacher classroom observation... People with teacher education expertise...have a greater depth of education expertise...have a greater depth of understanding about interpretations ”understanding about interpretations ”

Research Mentor Research Mentor (Pre 1992 University)(Pre 1992 University)

ChallengesChallenges

Possible lack of understanding of Possible lack of understanding of practitioners’ work:practitioners’ work:

““I feel that there are some people who don't I feel that there are some people who don't understand...the nature and role of the work (of understand...the nature and role of the work (of teacher education). Different roles of work teacher education). Different roles of work involved in terms of demands and what can be involved in terms of demands and what can be expected” expected”

Research Mentor (Pre 1992 University)Research Mentor (Pre 1992 University)

Perceived status of practitioner researchPerceived status of practitioner research

Low confidence

“Luxury of Research”

Student Support

Time: “the massive issue”

Dual Transition

Lack of support

BBarriersarriers

Lack of timeLack of time

““If you get involved with trainees, the main If you get involved with trainees, the main part of the job, things come up and that’s not part of the job, things come up and that’s not accounted for in your workload calculations. accounted for in your workload calculations. And some of the problems that trainees And some of the problems that trainees have take a lot of time to unravel so there’s have take a lot of time to unravel so there’s precious little time in the week anyway ”precious little time in the week anyway ”

Teacher Educator Teacher Educator (Pre 1992 University)(Pre 1992 University)

Need for supportNeed for support

Formal: Formal: research training – research training –

““a kind of induction a kind of induction into that world … an into that world … an introduction to introduction to researchresearch””

role of supervisorrole of supervisor research mentor research mentor research seminarsresearch seminars

Informal: Informal: peer supportpeer support role models role models collaborative collaborative

research activities – research activities – similar to this piece similar to this piece of researchof research

Working with experienced Working with experienced researchersresearchers

““Working with L on the conference paper was Working with L on the conference paper was brilliant...I suppose she was modelling and brilliant...I suppose she was modelling and team working and that enabled me to do it team working and that enabled me to do it myself. Someone who’s really inexperienced myself. Someone who’s really inexperienced working with an experienced person, I working with an experienced person, I probably learnt more than anything else. ”probably learnt more than anything else. ”

Teacher Educator Teacher Educator (Pre 1992 University)(Pre 1992 University)

Building Research Building Research IdentitiesIdentities

Hurdle: Self perception as academic

Landmarks: Higher degree,

conference papers, publications

Landmarks: Inherent satisfaction

and reward

Landmarks: State of dependency to greater autonomy

PR ACT

I

T

IONER

RESEARCHER

Changing identitiesChanging identities

““For me, it’s actually to see myself as a For me, it’s actually to see myself as a researcher, as an academic, cos I still see researcher, as an academic, cos I still see myself so much as a teacher. And you’ve myself so much as a teacher. And you’ve got to get over that hurdle, and if you get got to get over that hurdle, and if you get over that hurdle it might get easier to say, ‘I over that hurdle it might get easier to say, ‘I can’t go to that meeting’ or ‘I can’t see that can’t go to that meeting’ or ‘I can’t see that student ”student ”

Teacher Educator Teacher Educator (Post 1992 University)(Post 1992 University)

““Being able to step outside yourselves and your Being able to step outside yourselves and your subject and researching to challenge what you subject and researching to challenge what you do, rather than to validate what they do and do, rather than to validate what they do and think...Research is the bit that pulls the rug from think...Research is the bit that pulls the rug from under them. I know it did for me, changed my under them. I know it did for me, changed my thinking totally. It opens doors...It’s about thinking totally. It opens doors...It’s about empowering...Once you become research active empowering...Once you become research active you have valid grounds to challenge.”you have valid grounds to challenge.”

Research Mentor Research Mentor (Post 1992 University)(Post 1992 University)

ConclusionsConclusions

Study indicated importance of: Study indicated importance of: collaborative research, learning alongside collaborative research, learning alongside

experienced researchersexperienced researchers mentors modelling research practicementors modelling research practice strong institutional support for research as strong institutional support for research as

well as valuing of teacher educationwell as valuing of teacher education active research cultureactive research culture acknowledging complexity of transitions acknowledging complexity of transitions

RecommendationsRecommendations

Structured inductionStructured induction Raise aspirationsRaise aspirations Balance teaching and researchBalance teaching and research Dedicated research time with accountabilityDedicated research time with accountability Set expectations, with targeted supportSet expectations, with targeted support ‘‘Buddying’, mentoring and collaborationBuddying’, mentoring and collaboration Stenhouse model: co-research and co-Stenhouse model: co-research and co-

teach teach

Thank you very much for listeningThank you very much for listening

viv.griffiths@canterbury.ac.ukviv.griffiths@canterbury.ac.uk

liz.hryniewicz@canterbury.ac.uk

s.j.thompson@sussex.ac.uk

Griffiths, V., Thompson, S. & Hyrniewicz, L. (2010) Developing a Griffiths, V., Thompson, S. & Hyrniewicz, L. (2010) Developing a

research profile: mentoring and support for teacher educators.research profile: mentoring and support for teacher educators.

Professional Development in EducationProfessional Development in Education 36(1-2):245-262 36(1-2):245-262..

ReferencesReferences Cohen, L., Manion, L. & Morrison, K. (2007) Cohen, L., Manion, L. & Morrison, K. (2007) Research methods in education, Research methods in education, 6th 6th

edn. Londonedn. London: : RoutledgeFalmer.RoutledgeFalmer. Dinkelman, T., Margolis, J. & Sikkenga, K. (2006) From teacher to teacher Dinkelman, T., Margolis, J. & Sikkenga, K. (2006) From teacher to teacher

educator: reframing knowledge in practice, educator: reframing knowledge in practice, Studying Teacher Education, 2(2), Studying Teacher Education, 2(2), 119–136.119–136.

Eraut, M. (2004) Informal learning in the workplace, Eraut, M. (2004) Informal learning in the workplace, Studies in Continuing Studies in Continuing Education, 26(2), Education, 26(2), 247–274.247–274.

Harrison, J. & McKeon, F. (2008) The formal and situated learning of beginning Harrison, J. & McKeon, F. (2008) The formal and situated learning of beginning teacher educators in England, teacher educators in England, European Journal of Teacher Education, European Journal of Teacher Education, 31(2), 31(2), 151–168.151–168.

Lave, J. & Wenger, E. (1991) Lave, J. & Wenger, E. (1991) Situated learning: legitimate peripheral participation . Situated learning: legitimate peripheral participation . Cambridge: Cambridge University Press.Cambridge: Cambridge University Press.

MaguireMaguire, M.(2000) Inside/outside the ivory tower: teacher education in the English , M.(2000) Inside/outside the ivory tower: teacher education in the English academy. academy. Teaching in Higher EducationTeaching in Higher Education 5(2):149-165. 5(2):149-165.

McGee, A. & Lawrence, A. (2009) Teacher educators inquiring into their own McGee, A. & Lawrence, A. (2009) Teacher educators inquiring into their own practice, practice, Professional Development in Education, Professional Development in Education, 35(1), 139–15735(1), 139–157..

Murray, J. (2008) Teacher educators’ induction into higher education: work-based Murray, J. (2008) Teacher educators’ induction into higher education: work-based learning in the micro communities of teacher education, learning in the micro communities of teacher education, European Journal of European Journal of Teacher Education, Teacher Education, 31(2), 117-13331(2), 117-133..

DiscussionDiscussion

Do the issues raised from this research Do the issues raised from this research resonate with your own experience?resonate with your own experience?

What are the key challenges for pre and post What are the key challenges for pre and post 1992 universities and are they different?1992 universities and are they different?

What positive strategies to address these What positive strategies to address these issues are taking place in your own issues are taking place in your own institutions?institutions?

What else can we do as individuals and What else can we do as individuals and groups, institutionally and nationally?groups, institutionally and nationally?