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THE COMPLEXITY OF PROFESSIONAL AND INTER-PROFESSIONAL LEARNING
24th and 25th November 2017
The Vale Resort, Vale of Glamorgan, Wales
International Professional Development Association Annual International Conference 2017
http://ipda.org.uk
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CONTENTS
PageWelcomefromtheIPDAPresident
2
ConferenceProgramme
3
KeynoteSpeakers
7
ResearchPresentationAbstracts
9
2017IPDAFellow
26
2017IPDAandPDIEPrizewinners
27
IPDAJournal
29
NEWIPDAJournal
30
2
WelcomefromtheIPDAPresident
IPDAisholdingits50thconferenceataparticularlyinterestingtimeforthefutureofprofessionallearning.Educationpolicyinternationallycontinuestopulltheteachingprofessioninopposingdirections.Ontheonehandweseeatrendtowardsanover-simplifiedviewofwhatitmeanstobeateacher.Aviewwhichseessubjectknowledgeandpersonalityastheparamountattributesofateacher.Analternativeviewrecognisestheincreasingcomplexityofcurriculum,learningandteachingandenvisagesanenhancedviewofteachingasanincreasinglycollaborativeendeavourfoundedonacommitmentto
career-longprofessionalgrowth.IPDAhasadistinguishedrecordasaacontributortoourunderstandingofprofessionallearningandasacounterbalancetosuchunhelpfulpolarisation.Itisparticularlyrelevantthatthisyear'sconferenceisbeingheldinWales-aneducationsystemthatisengagedintransformationalchangefoundedonanenhancedroleforschoolsandacommitmenttoprofessionallearning.Iamlookingforwardverymuchtomeetingcolleaguesattheconferenceandtoaddressingmatterscriticaltothefuturesofallofouryoungpeople.
ProfessorGrahamDonaldson
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ConferenceProgramme
Friday24thNovember2017
09.00–09.30
Registration:EntranceAreaforMorgannwgSuite
09.30–09.45
WelcomebytheIPDchairDrColeenJackson.
09.45–10.30
Keynoteandpresidentialaddress:ReimaginingProfessionallearning.ProfessorGrahamDonaldson,UniversityofGlasgow.
10.30–11.15
SyndicategroupdiscussionandconferenceresponsetoProfDonaldson
11.15–11.30
Tea/coffeebreak
11.30–13.00
ResearchPresentations:session1
MorgannwgA MorgannwgB CastleA CastleBMikeColdwell;BronwenMaxwell
Paper:LogicmodelsineducationalCPD
evaluation:agroundedcritique
RameshChandPaper:Inter-professionallearningbetweenteachereducatorsandschool-teachers
RakeshSandhu,DevinderSinghDhaliwalPaper:Inter-professionallearningbetweenteachereducatorsandschool-teachers
ChanderShekharPaper:Inter-professionaleducationandlearning:Needofthetimetooptimizeprofessionalabilityofthepresentprofessionals
PaulineSmith,RebeccaRaybouldetal.Workshop:CPDStandardPathwayToolforuseinschools,collegesanduniversities
VijayKumarPaper:Attitudeandthevision-Thebigcomplexitiesoftheprofessionalandinter-professionallearning
FionaKing,OrlaNíBhroin;AnitaPruntyPaper:TheComplexityofIrishpolicyandpracticeforinclusiveeducation:Implicationsforprofessionallearning.
EmilyPerryetal.Paper:TransnationalprofessionaldevelopmentinEnglishmathematicseducation:Transferortranslation?
LizWhite,MirandaTimmermansWorkshop:IdentifyingProfessionalchallengesofschool-andinstitute-basedteachereducators
StuartMitchell,KevinCrimmons,HelenHolderWorkshop:TheprofessionalidentityofHealthandEducationacademicsunpickedusingBernstein’scode.
13.00–13.45
Lunch
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13.45–14.30
Keynote:DesigningandmanagingpublicpolicyinacomplexadaptivesystemProfessorTonyBovaird,UniversityofBirmingham
14.30–15.15
SyndicategroupdiscussionandconferenceresponsetoProfBovaird.
15.15–15.30
Tea/coffeebreak
15.30–17.00
ResearchPresentations:session2
MorgannwgA MorgannwgB CastleA CastleB
PhilTaylorPaper:Thecomplexityofteacherprofessionalgrowth-buildingandjourneying.
FionaKing,MargeryMcMahon
Paper:Leadershiplearningininitialteachereducation.
ManpreetKaurPaper:InterprofessionalcollaborationinProfessionalJourney:workingtogetherforabetterfuture
HilaryLeeRoundtable:Anexplorationofthewaysinwhichteachersnavigatetensionsintheirprofessionallives
HazelBeadleRoundtable:'CanIcountonyoursupport?'-Perceptionsofacademicstaffsupportingthedisseminationofpractitionerresearch
LindaEvansPaper:Professionaldevelopmentandleadership:Aretheythesamething?What–ifanything–distinguishesthem?
HazelBryan,BobBurstowPaper:Ethicsinclose-to-practiceresearch
EmmajaneMilton,CarolineDaly,etal.Paper:AnationalsurveyofinductionandmentoringinWales:complexitiesandimplicationsforprofessionallearning
MirandaTimmermansWorkshop:Towardsapedagogyofschool-basedteachereducation.DevelopmentsinandideasfromtheNetherlands
SuzanneCulshawWorkshop:Exploringwhatitmeanstobestrugglingasateacher
17.00–18.30
AGM
19.30
ConferencedinnerfollowedbyspeechfromNickSamuel andpresentationofIPDAFellowshipsandprizes
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Saturday25thNovember2017
09.15–10.00
Keynote:‘Bridgeovertroubledwater’:Rebuildingprofessionallearninginlandscapesofeducationalcomplexity.ProfRachelLofthouse,LeedsBeckettUniversity.
10.00–10.45
SyndicategroupdiscussionandconferenceresponsetoProfLofthouse
10.45–11.45
ResearchPresentations:session3
MorgannwgA MorgannwgB Cowbridge PendoylanLeoChiversPaper:SharedHorizons:Learningintheinter-zoneofinter-professionalworkingforchildren
JudithPenikett,EmmajaneMilton,CarolineDaly.
Paper:Welshmentorreflectionswhenconcludinglongtermmentoringrelationships:opportunitiesforlearning,growthandreflection
EwanInglebyPaper:Readingbetweenthelines:TheconsequencesofperformativityfortheprofessionaldevelopmentofeducatorsinschoolsinEngland
AndréKoffeman,MarcoSnoekPaper:Identifyingcontextfactorsasasourceforteacherprofessionallearning
ClaireRobertsRoundtable:Professionallearningandfactorsthatmayinfluencetransitionfromoneprofessionalarenatoanother
CarolineDaly,EmmajaneMilton
Roundtable:Externalmentoringfornewteachers:mentorlearningforachangeagenda
OkunadeAtinuke,BalogunMuhsinPaper:ModernchallengesfacingtheteachingprofessioninNigeriaandsuggestedsolutions
HazelBryan,ColeenJacksonWorkshop:WritingforPublication
11.45–12.00
Tea/coffeebreak
12.00–13.00
ResearchPresentations:session4
MorgannwgA MorgannwgB Cowbridge PendoylanAlexandraMorgan,CarolineDaly,EmmajaneMilton,etal.Paper:Mentoringforclassroominquiry:From‘narrativesofvalidation’todeeper,criticalexaminationofpedagogyandprofessionallearning
HelenLewis,JaneWatersPaper:Record,re-examineandreflect:howdialoguebasedonvideoreflectioncansupportteachers’professionallearning
FayyazAhmadFaize,MuhammadArshadDaharPaper:Investigating
thequalityofwrittenandoral
argumentationwithuniversitystudents.
EmilyPerry,MarkBoylanWorkshop:Analysingprofessionaldevelopmentfacilitators'purposes,knowledgeandskills
EmmajaneMilton, BenAppleby HazelBryan
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AndrewJamesDavies,etal.Roundtable:Headteacherrecruitment,retentionandprofessionaldevelopmentinWales:challengesandopportunities(andmaybesomeinter-professionalsupportandlearning)
Roundtable:Generatinginter-professionalinsightintothecomplexitiesofdoctoralstudy,andresiliencerequiredforsuccessful:learningfromeachother,areflectivediscussion
Paper:RadicalisationandtheTeacher:professionallearninganddevelopmentneedsinlightofthePreventDuty2015andCounter-TerrorismandSecurityAct2015
13.00–13.30
CloseofConferencebytheIPDAchairDrColeenJackson.
13.30-1415
LUNCH
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KeynoteSpeakers
ProfessorGrahamHCDonaldsonCBMAMEdDLitt(Hon)FRSA
ReimaginingProfessionalLearning
A former teacher, Graham Donaldsonheaded Her Majesty’s Inspectorate ofEducation (HMIE) from 2002-10. Heradically reformed the approach toinspection, combining externalaccountability with self-evaluation andcapacity building. As chief professionaladvisor to Ministers on education, hehastakenaleadingroleinanumberofmajor reform programmes, includingScotland’s major reform of itscurriculum.Following retirement from HMIE, hisreport ‘Teaching Scotland’s Future’
(2011), made 50 recommendations about teacher education in Scotland which have all beenaccepted by the government and are the subject of an ongoing reform programme. He has alsoundertakenareviewofthenationalcurriculuminWalesandthe68recommendationsinhisradicalreport, ‘SuccessfulFutures’ (2015),havealsobeenaccepted infullandembodied inamajor, long-termreformprogramme.Graham hasworked as an international expert for OECD, participating in reviews of education inAustralia,Portugal,SwedenandJapan.Heis,wasmadeaCompanionoftheOrderoftheBathbytheQueen in 2009 and given the Robert Owen Award as an Inspirational Educator by the ScottishGovernmentinSeptember2015.In addition to various forms of consultancy and continuing to act periodically as an internationalexperttoOECDprojects,hewasappointedasanHonoraryProfessorinGlasgowUniversityin2011andanadvisortotheMinisterforEducationandSkillsinWalesin2015.GrahamisalsoamemberoftheFirstMinisterofScotland’sInternationalCouncilofEducationAdvisors(2016).
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ProfessorTonyBovairdDesigningandmanagingpublicpolicyinacomplexadaptivesystem
TonyBovairdisEmeritusProfessorofPublicManagementandPolicyatINLOGOV,UniversityofBirmingham,UKandDirectorofGovernanceInternational,anon-profitorganizationworkingthroughoutEurope.Hisresearchcoversstrategicmanagementofpublic services,performancemeasurement in socialpolicy,evaluationofpublic management and governance reforms, and user and community co-production of publicservices. In recent years, he has acted as advisor on co-production to the UK Cabinet Office, theScottishJointImprovementTeamandtheWelshGovernmentandhasjustreturnedfromatourofAustralia and New Zealand, advising governments and researchers on how to implement co-productioninsocialandotherpublicservices.HehasundertakenresearchforUKResearchCouncils,the European Commission, many UK government departments, LGA, National Audit Office, andmanyotherpublicbodiesintheUKandinternationally.Heisco-author(withElkeLoeffler)ofPublicManagementandGovernance(Routledge,3rdedition2016).
ProfessorRachelLofthouse"Bridgeovertroubledwater".Rebuildingprofessionallearninginlandscapesof
educationalcomplexity.Rachel Lofthouse isProfessor of TeacherEducation in theCarnegieSchoolofEducationatLeeds Beckett University.Rachel has a specificinterestinthelinkbetweenpracticedevelopmentand professional learning for teachers andeducators, based on innovative pedagogies andcurriculumdesign and collaborativepractices forcoachingandmentoring. Overeighteenyearsasa teachereducatorandresearcher (seventeenofwhich were at Newcastle University) she hasworked with teachers at all stages of of theircareers. She supports them in building theirworkplace expertise based on developing criticalreflection and their ability to contribute to, anddraw productively on, the evidence base forteachingandlearning.
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ResearchPresentationAbstracts
Dr.BenApplebyBirminghamCityUniversity,EnglandRoundtableGeneratingInter-professionalinsightintothecomplexitiesofdoctoralstudy,andresiliencerequiredforsuccessful:learningfromeachother,areflectivediscussion
Focus:theconceptof‘resilience’asacharacteristicorcomponentforsuccesswillbeexplored.InquiryApproach:reflectionbydoctoraleducatorsanddoctoralstudentsupontheirexperiencesofbeingengagedin,orsupervisorsof,doctoralstudy.Significance:Findingsfromtheroundtablediscussionwillbeusedtoidentifyaninter-professionalunderstandingofresilience,fromprofessionalsthathaveinsightfromdifferentdoctoralprogrammes.Thefindingswillbeusedasabasistoarticulatethecurrent‘fit’withcontemporarymodelsofresilience.Completionratesofdoctoralstudy,particularlyforpart-timestudentscanbeaslowas50%(KetefianandRedman,2015).Acontemporaryandinter-professionalunderstandingofresilienceinthisareaofprofessionaldevelopmentistimely,giventheagendaofmanyuniversitiesandareasofprofessionalpracticewhichtargetanincreaseofemployeeseducatedtodoctorallevel.
DrHazelBeadleUniversityofChichester,EnglandRoundtable'CanIcountonyoursupport?'-Perceptionsofacademicstaffsupportingthedisseminationofpractitionerresearch
Focus:Beyondtheexpectationthatacademicstaffwillmodelresearchoutputcapabilities(Murphy,2017),manyacademicstaffwanttohelppractitionerresearchersdisseminatetheirresearch.Theapproachisonewhichcontributestoevidence-basedpractice,ensuringinvestmentofschoolresourceswherethedesiredeffecthasbeenproven(Davis,1999;Kratochwilletal,2013).Thisroundtableexplorestheinitialfindingsfromastudyofacademics’perceptionsof(1)thefeasibilityofdiscussionsbetweenthemselvesandpractitionerresearchersregardingthenatureofthatsupportand(2)theissuesacademicsencounterwithregardtosupportprovision.Researchapproach:Thediscussiondrawsupontheinitialfindingsderivedfromananalysisoftheperceptionssharedby20academicsbasedwithin11educationinstitutes/departments.Keyfindingsandsignificance:Thestudyhighlightsthecomplexityofthesupportrole,indicatingmanyacademicshavesoughttoengagepractitionerresearchersindialogueregardingtheirsupportneeds,andcontinuedtousethisapproachevenwhenithasprovenunsuccessful.Thestudyidentifiesnumerousfactorsinfluencingsupportprovision,includingalegacyassociatedwithfulfilmentofthestudent:tutorrole.NotingtheinfluenceoftheoperatingpracticeswithintherespectiveHigherEducationInstitutions,academicsareidentifiedtobeinfluencedbytheperceptionstheyholdinrelationtothesupporttheyreceivedatasimilarpointintheirresearchcareer.Davis,P.(1999).WhatisEvidence-BasedEducation?BritishJournalofEducationalStudies,47(2)108-121
Kratochwill,T.,Hitchcock,J.,Horner,R.,Levin,J.,Odom,S.,Rindskopf,D.andShadish,W.(2013).Single-caseinterventionresearchdesignstandards.RemedialandSpecialEducation,34(1),26-38.
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Murphy,T.(2017).RevisingtheResearchExcellenceFramework:EnsuringqualityinREF2021,ornewchallengesahead?Perspectives:PolicyandPracticeinHigherEducation,21(1),34-39.
ProfessorHazelBryanUniversityofGloucestershire,EnglandPaperRadicalisationandtheTeacher:professionallearninganddevelopmentneedsinlightofthePreventDuty2015andCounter-TerrorismandSecurityAct2015
TheCounter-TerrorismandSecurityAct2015placesastatutorydutyonpublicbodies-includingschools-tohave“dueregardtotheneedtopreventpeoplefrombeingdrawnintoterrorism”(DfE,2015,part5,chapter1,section26-1).The‘RevisedPreventDutyGuidanceforEnglandandWales’statesthat“Schoolsshouldbesafespacesinwhichchildrenandyoungpeoplecanunderstandanddiscusssensitivetopics,includingterrorismandtheextremistideasthatarepartofterroristideology,andlearnhowtochallengetheseideas”(DfE,2015,p.11).Ontheonehandthen,schoolsarepresentedwiththestatutoryrequirementtoprovideopportunityforpupilstodiscussextremistideas,whilstontheotherhavingclearmechanismstoidentify(andrefertoChannel)thoseatriskofradicalization.ThisresearchexplorestheprofessionallearninganddevelopmentneedsteachersarenowidentifyingastheyfulfiltheirPreventDuty.
ProfessorHazelBryan1DrBobBurstow2
1UniversityofGloucestershire,2KingsCollege,London,EnglandEthicsinclose-to-practiceresearch
Focus:Thenotionofthe‘teacherasresearcher’hasbeenintheeducationlexiconsinceStenhousefirstcoinedthephrasein1975,andwhilstteachershavelongengagedinvaryingdegreesofresearch,school-basedresearchiscurrentlyenjoyingsomethingofarenaissance.Whilstfullysupportiveofcurrentschool-basedresearchinitiatives,theResearchEthicsGroup(establishedbymembersoftheCouncilofChurchUniversitiesandColleges)becameconcernedabouttheplaceofethicsinschool-basedresearch.ResearchApproach:BuildingonresearchundertakenbyBurstowandBryanoverthelastfouryearsthathashighlightedadearthofunderstandingorengagementwithresearchethicsinschoolsthisempiricalresearchengageswithapprox.100schoolstoexplorethewaysinwhichresearch-activeschoolsareawareof,andusing,ethicalguidanceintheirresearchpractices.Significance:TheResearchEthicsGroup,includingthe100participatingschools,areusingtheresearchfindingstodevelopanartifactthatwillsupportteachersindevelopinganunderstandingofhowtoresearchethically.
Dr.RameshChandAssociateProfessorCRCollegeofEducationHisar,IndiaPaperInter-professionallearningbetweenteachereducatorsandschool-teachers.
Focus: The aim of this paper is to study the teaching style ofteachers, learning-style of the students and the impact of socio-economic status on the learning of the students. The data wascollectedfrom30schools.Research Approach: Semi-structured Interview and observationtechniqueswereusedtocollectdata.Theresultsshowthatmostthe teachers are using traditional chalk and talk teaching style.Creative and critical thinking is not developed and there isemphasison content transmission. The teacher-educator trainedthe school teachers and supervised their teaching. Suitablefeedbackwasprovidedtothem.Studentsbelongingtolowsocio-economicstatushavenoinclinationtowardslearning.Theschoolteachers shared their teaching style students’ learning style, andadministrativeproblems.Significance:Teachereducatorstoolearntaboutthegapbetweentheory and practice and the problems faced by school teachers.
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Suchcollaborativeeffortsenhancedtheprofessionaldevelopmentofallstakeholders.Barr,H.(1994).PerspectivesonSharedLearning.London:CAIPE.Barr,H.(1998).Competenttocollaborate:towardsacompetency-basedmodelforinter-professionaleducation.JournalofInter-professionalEducationandCare.181-188.
Barr,H.,Hammick,M.,Koppel,I.andReeves,S.(1999).Evaluatinginter-professionaleducation;twosystematicreviewsforhealthandsocialcare.BritishEducationalResearchJournal25(4)533-545.
LeoChiversUniversityofHertfordshire,EnglandPaperSharedHorizons:Learningintheinter-zoneofinter-professionalworkingforchildren
Focus:Thepost-EveryChildMatters(ECM)(DfES2003)climateforChildren’sServicescansaidtobeoneofuncertaintyinthesector.This includes professionals who ‘cross multiple types ofboundariesandtoshareideasandinsights’(Wenger,McDermott,etal.,2002:123).Research approach uses phenomenology to explore howinteractionsbetweendifferentprofessionalsareexperiencedandhowtheylearnwithinandfromtheseencounters.Anontologicalfocusisappliedtoexploreprofessionallifeinaholisticway.Datacollectioninvolved‘livedexperienceaccounts’(vanManen1990),interpretative interviews and focus groups, capturing authenticprofessionalvoices.Keyfindingsandsignificance:interpretativedataanalysishasledto insights into complex, (inter)-professional work and learning.Practiceimplicationsincludesuggestionsforcollaborativelearningand arts-based inquiry to develop Interprofessional (IP) practice,emphasisingthesignificanceofthephenomenologicalattitudeforpractice research. It argues that the approach offers vitallyalternative perspectives to the dominant discourse thatentrenches performative accountability, enabling diverseprofessionalstodevelopsharedhorizons.DfES(2003).EveryChildMatters(Cm.5860).London,HMSO.vanManen,M.(1990).Researchinglivedexperience:Humanscienceforanactionsensitivepedagogy.London,Ontario:StateUnivofNewYorkPr.
Wenger,E.,R.A.McDermottandW.Snyder(2002).Cultivatingcommunitiesofpractice:Aguidetomanagingknowledge.HarvardBusinessPress.
MikeColdwell;DrBronwenMaxwellSheffieldHallamUniversity,England
Paper
Logicmodelsineducational
CPDevaluation:agroundedcritique
Focus:Theuseoflogicmodels(Rodgers,2008)tolayouttheprocessstepsfrominputstooutcomesofprogrammeshasbecomeubiquitousinsocialpolicyevaluation.Inrecentyears,theyhavebecomeofmoreinterestineducationastheyhavebeenpromotedbypolicymakersandfunders.Yettheuseoflogicmodelshasbeenquestionedonthegroundsthattheycangiveaveneeroftheoreticalsophisticationtoasimplistic,instrumentalistperspectiveonthesocialworld(AstburyandLeeuw,2010).Inthispaper,wereflectonourexperienceoflogicmodelsinourevaluationpractice.ResearchApproach:AfocusedcriticalreviewofevaluationsofCPDimplementationexaminingofthebenefitsandlimitationsofsuchmodels,theirunderlyingassumptionsandtheirtheoriesofactionorchange.Significance:Weconcludethatiftheissuesraisedherearesurfacedandaddressed,logicmodelscanbeuseful,butthey
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requirecarefulforethought.Astbury,B.andLeeuw,F.L.,2010.Unpackingblackboxes:mechanismsandtheorybuildinginevaluation.AmericanJournalofEvaluation,31(3),363-381.
Rogers,P.J.,2008.Usingprogrammetheorytoevaluatecomplicatedandcomplexaspectsofinterventions.Evaluation,14(1),29-48.
DrMarkConnolly1EmmajaneMilton2DrAndrewJamesDavies3DrRhianBarrance4
1,2,4CardiffUniversity;3AberystwythUniversity;RoundtableHeadteacherrecruitment,retentionandprofessionaldevelopmentinWales:challengesandopportunities(andmaybesomeinter-professionalsupportandlearning)
Focus:Thispresentationreportsonaqualitativestudyoftheviewsandperceptionsof22Headteachersand6DeputyHeadteachersonthesuccessionplanning,recruitment,retentionandprofessionallearningforHead-teachersinWales.Researchapproach:Semi-structuredinterviewswereconductedwithbothHeadteacherandDeputyHeadteachers.Thedatawastranscribedandanalysedusinganinductiveapproach.Keyfindingsandsignificance:Keythemesemergedincluding:thechangingnatureoftheHeadteacherrole;thecomplexityofrecruitmentinahighstakesenvironmentandincreasedaccountabilitywithoutsufficientsystematicsupport.Theoreticallyinformedrecommendationshavethenbeenderived,presentingopportunitiesthatcouldbeexploredforinter-professionalsupportandlearningforincomingandnewlyestablishedHeadteachers.Effectiveandskilledmentoringiscentraltotheserecommendations.Thestudyaddressestheunder-researchedareaofchallengesaroundHeadteacherrecruitmentinWales.TherecommendationsprovideastructureforconsortiaandlocalauthoritiestosupportHeadteacherrecruitment,inductionandprofessionallearningstrategies.
SuzanneCulshawUniversityofHertfordshire,EnglandWorkshopExploringwhatitmeanstobestrugglingasateacher
Focus: This workshop introduces my conceptualisation ofstruggling. We consider how collage can encourage visualthinking(Marshall,2007)byexploringcollageswhichexpresstheexperienceofstruggling.Struggling is a term found in several contexts, not least in theeducation sector. The literature looks at struggling readers,struggling schools and on occasion struggling teachers wherestrugglingisequatedwithpoorperformanceorincompetence(egTucker, 2001; Yariv, 2009). Often the research focusses on theperson supporting the struggler rather than the strugglerthemselves(egYariv&Kass,2017).Thisstudyhasteachers’ownaccountsoftheirexperienceofstrugglingatitsheart.Researchapproach:attendeeswillhavetheopportunitytolookathow my research participants expressed their experience ofstruggling using collage; a discussion about what the collagesmightmeanwillfollow.Key findings: awareness of the complexity of struggling; someunderstandingofcollageasaresearchmethod;anappreciationofapossiblecommonalityofexperienceinothersectors.Marshall,J.(2007).Imageasinsight:Visualimagesinpractice-basedresearch.StudiesinArtEducation,49(1),23–41.
Tucker,P.(2001,February).HelpingStrugglingTeachers.EducationalLeadership,52–55.
Yariv,E.(2009).Principals’informalmethodsforappraisingpoor-performingteachers.EducationalAssessment,EvaluationandAccountability,21(4),283–298.
Yariv,E.,&Kass,E.(2017).Assistingstrugglingteachers
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effectively.EducationalManagementAdministration&Leadership,174114321772532.
DrCarolineDaly1EmmajaneMilton2
1UCL,InstituteofEducation;2CardiffUniversityRoundtableExternalmentoringfornewteachers:mentorlearningforachangeagenda
Focus:Thispresentationreportsonaqualitativestudyofthelearninganddevelopmentof70externalmentorsaspartofanationalinitiativeaimedatschoolimprovementinWales.Researchapproach:Themanifestandlatentthemesofexternalmentorlearninganddevelopmentwereidentifiedbyadoptinganarrativemethodologythatelicitedaccountsofexternalmentors’learningexperiences.Analysiswasundertakenusinganinductiveapproach.Keyfindingsandsignificance:Fourkeythemesemergedindicatingthecomplexityoftransitiontotheexternalmentoringroleinahigh-stakescontext.Fromthese,eighttheoretically-informedprincipleswerederivedwhichsupportmentorstoembraceuncertaintyasessentialtotheirlearninganddevelopment,andtoharnessthepotentialtheybringasboundary-crossers.Thestudyaddressestheunder-researchedareaofthelearninganddevelopmentofexternalmentorsatanationalscale.Theeightprinciplesprovideafoundationformentordevelopmentprogrammesthatcansupportambitiousmentoringgoals.Daly,C.andMilton,E.(2017)Externalmentoringfornewteachers:mentorlearningforachangeagenda,InternationalJournalofMentoringandCoachinginEducation,6,3,178-195,https://doi.org/10.1108/IJMCE-03-2017-0021
Prof.LindaEvansUniversityofManchester,EnglandProfessionaldevelopmentandleadership:Aretheythesamething?What–ifanything–distinguishesthem?
Focus:Asuperficialglanceatprofessionaldevelopmentandleadershipmightsuggestthatthey’requitedifferentthings.Thecloseroneexaminesthem,however,themoreitbecomesapparentthatthetwoconceptssharemanycommonelements,andanydistinctionbetweenthembecomesobscured.Addressingthetwoquestionsinitstitle,thispaperpresentssuchanalysis.Researchapproach/innovation:Thisispredominantlyaconceptualanddiscursivepaper,supplementedwithillustrativeresearchdata-extractsfrominterviewswithschoolteachersandacademics.Themainargumentrepresentsanincrementalpoint-by-pointcomparisonofthetwoconcepts’definitions,constituentelementsandprocessualdimensions(aspresentedinEvans,2014;2018,forexample),inordertouncoverinwhatrespects–ifatall–theyaredistinctfromeachother.Keyfindingsandsignificance:Professionaldevelopmentisfoundtooverlapandbeverycloselyalignedwith,whileyetbeingsubtlydistinctfrom,leadership.Bothareformsofagencythatinvolveinfluence,butwhileleadershipisdependentuponinterpersonalagency(Gronn,2002),professionaldevelopmentmaybederivedfromothersourcesofinfluence.Thepaper’soriginalanalysisishighlysignificantinaugmentingthefield’sknowledgebase,throughconceptualclaritythatexposesthecomplexityofprofessionallearninganddevelopment.Evans,L.(2014)Leadershipforprofessionaldevelopmentandlearning:enhancingourunderstandingofhowteachersdevelop,CambridgeJournalofEducation,44(2),179-198.
Evans,L.(2018)ProfessorsasAcademicLeaders:Expectations,enactedprofessionalismandevolvingroles,London,Bloomsbury(inpress)
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Gronn,P.(2002)Distributedleadershipasaunitofanalysis.TheLeadershipQuarterly,13(4):423-451.
Dr.FayyazAhmadFaize1,AssistantProfessorDr.MuhammadArshadDahar2
1HeadofHumanitiesDepartment,COMSATSInstituteofInformationTechnology,Islamabad,Pakistan.2PerMehrAliShahAridAgricultureUniversity,Rawalpindi,Pakistan.PaperInvestigatingthequalityofwrittenandoralargumentationwithuniversitystudents
Focus:Theuseofscientificargumentationisfoundeffectiveinenhancingstudents’conceptualunderstanding,developingcriticalskillsandimprovingtheiracademicperformance(Nussbaum2011).However,introducingargumentationischallengingwithstudentscommonlytaughtthroughtraditionalmethods(Faize,2015).Anotherproblemusuallyencounteredbystudentsisthewritingofargumentationreports(Foong&Daniel,2013).Researchapproach:Thepresentstudyaimedtoexplorethequalityofargumentconstructedbyuniversitystudentsthroughoralandwrittenargumentationreportsandtheireffectonstudents’academicperformance.Thesampleforthestudywasselectedfromtwosectionsofundergraduatestudentsofbio-sciences.Boththesectionswereguidedandpracticedwithargumentationmethodfortwomonths.Onesectionwasevaluatedthroughwrittenargumentationreportsandthesecondthroughoralargumentationdialogueswhichwereaudio-recorded.Theoralargumentationwasconvertedtowrittenreportsandcodedbytheresearchers.Theargumentationreportsofboththesectionswereanalysedusingattest.Keyfindings:Therewassignificantdifferenceinthequalityofargumentationreportsofboththesections.Theacademicperformanceofstudentswithwrittenargumentationreportwassignificantlybetterthanstudentswithoraldrill.Significance:Thefindingsofthestudyprovideusefuldataforteachersandteachertrainersaboutincorporatingargumentationintheirteaching.Faize,F.A.(2015).IntroducingArgumentationatHigherEducationinPakistanParadigmofTeachingEthicbasedTopics.FWUJournalofSocialSciences,9(1),8–13.
Foong,C.,&Daniel,E.(2013).Students’argumentationskillsacrosstwosocio-scientificissuesinaConfucianclassroom:Istransferpossible?InternationalJournalofScienceEducation,35(14),2331–2355.
Nussbaum,E.M.(2011).Argumentation,dialoguetheory,andprobabilitymodeling:Alternativeframeworkforargumentationresearchineducation.EducationalPsychologists,46(2),84–106.
DrEwanInglebyTeessideUniversity,EnglandPaperReadingbetweenthelines:TheconsequencesofperformativityfortheprofessionaldevelopmentofeducatorsinschoolsinEngland.
FocusThispaperconsidersthefindingsofresearchfundedbyInnovateUK’ontheorganisationalcultureofschoolsinEngland,Theconsequencesof‘resultsdriven’targetsforCPDareexploredindevelopingakeythemeofthisyear’sconference:thecomplexityofprofessionallearning.Researchapproach:Theresearchcomesfromamixedmethodsstudy(survey,focus-groupandinterviewdata).TheresearchparticipantsareheadteachersandschoolbusinessmanagersfromprimaryandsecondaryschoolsinEngland.Thepresentationofkeyaspectsofschools’organisationalcultureinEnglandin2017isinnovativeandoriginal.Keyfindingsandsignificance:Thefindingsrevealthatanemphasison‘targets’and‘performance’resultsinfeweropportunitiestothinkaboutthecurriculumandprofessionaldevelopmentinwaysthatareinnovativeandcreative.ThepaperappliestheworkofBernstein(2000),Gibb(1987)andVermunt(2016)inexploringtheconsequencesforprofessionaldevelopment.
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Bernstein,B.,(2000)Pedagogy,SymbolicControlandIdentity.Lanham,MD:RowmanandLittlefield.
Gibb,A.A.1987.Enterpriseculture-itsmeaningandimplicationsforeducationandtraining.JournalofEuropeanIndustrialTraining,11(2),2-38.
Vermunt,J.D.,2016.Keynoteaddress.PresentedattheIPDAconference,25-26November,Stirling,UK.
Dr.ColeenJackson,ProfessorHazelBryan.CJSolutions,UniversityofGloucestershire,EnglandWritingforpublication
ThisQ&Aworkshopisdesignedforthosemovingtowardstheirfirstpublications.Itwillgiveadviceonhowtoconstructarticlessothattheymeetpublicationcriteria,andincludeinformationabouttheforthcomingIPDAjournal,PRACTICE
DrManpreetKaurPartapCollegeofEducation,Ludhiana,Punjab,IndiaPaperInter-professionalcollaborationinProfessionalJourney:workingtogetherforabetterfuture
Focus:Theaimofthisstudyistoinvestigatehowvariousco-locatedlearningprofessionals,includingschoolteachers,schoolprincipalsandteachereducatorscollaborateforbetterfutureofacountry.Thearticlefocusesonhowcollaborationbetweenteachereducators,schoolleadersandschoolteacherscanpromoteprofessionaldevelopmentinteachereducatorsandschoolteachers.ResearchApproach:Thisisaqualitativedescriptivecasestudyusingopen-endedandsemi-structuredqualitativeinterviews.Keyquestionsare:1)howvariouslearningprofessionalssharepedagogicalknowledge2)whatcanbeplausibleapproachesforcollaboration3)howdotheynegotiatetheirprofessionalidentityincollaborativework?Keyfindingsandsignificance:Thefindingsrevealthatcollectivecollaborativelearningisapositiveformofenhancingtheprofessionaldevelopmentofteachersandbothstructureandcultureshouldinteractwhenfosteringdevelopmentinvariouslearningprofessionals.Thestudyalsoshowsthattheteachereducators’researchcompetencecanenhancedevelopmentandlearningbothinteachereducatorsandinschoolteachers.Further,thisstudyfoundthatprofessionalswereconfidentandcompetentaboutinvolvingotherstoparticipateinallaspects.Someissuesofpowerandstatusdifferentialswerefoundtoexistamongschoolteachersandteachereducators.Leeman,Y.,Koeven,E.,&Schaafsma,F.(2017).Inter-professionalcollaborationinactionresearch.EducationalActionResearch.http://dx.doi.org/10.1080/09650792.2017.1301827NandanM.,LondonM.(2013).Interdisciplinaryprofessionaleducation:Trainingcollegestudentsforcollaborativesocialchange.EducationandTraining,55(8/9),815-835.
Postholm,M.B.(2016).Collaborationbetweenteachereducatorsandschoolstoenhancedevelopment.EuropeanJournalofTeacherEducation,39(4)452-470.
DrFionaKing1ProfessorMargeryMcMahon2
1DublinCityUniversity,Ireland;2UniversityofGlasgow,Scotland
Focus:Aroundtheworldcurriculaforteachereducationhavebeenredesignedtoprovidenewteacherswiththeprofessionalknowledge,skillsandcompetencesneededtoalignwiththeincreasingpaceofchange.Centraltothisistherecognitionofthecriticalroleofeffectiveschoolleadershipandapolicyfocusondevelopingleadershipatalllevels(ScottishGovernment,2011).Inmanycontextsprogrammesandinitiatives,bothformaland
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PaperLeadershiplearningininitialteachereducation
informal,topromoteandsupportteacherleadership,havegrown.However,itsplaceininitialpreparationprogrammesisgivenlittleattention(King,2017;Pucella,2014).Researchapproach:Thepaperdrawsfromtworecentinitiativestoembedleadershiplearningininitialteachereducationprogrammes.AcasestudyfromtheIrishcontextwillreportonresultsfromaqualitativestudywhichemployedBond’s(2011)theoreticalframeworkforpreparingpreserviceteacherstoexerciseteacherleadershipforinclusion.Therecentintroductionofanew‘LeadershipforLearning’ElectiveforfinalyearstudentsintheScottishcontextisdiscussed.Resultsstronglyargueforunlockingthepotentialforleadershiptobeginwithstudentteachers.Keyfindings:Thepaperconcludesbyarguingforthatthecontinuumforleadershiplearningthatissetoutinleadershipframeworksandstrategiesrequiresrevisiontobuildleadershipcapacityfromtheinitialphase.Bond,N.(2011).‘Preparingpreserviceteacherstobecometeacherleaders.’TheEducationalForum,75(4),280-297.
King,(2017,forthcoming)‘Evolvingperspective(s)ofTeacherLeadership:AnexplorationofTeacherLeadershipforinclusionatpreservicelevelintheRepublicofIreland.’InternationalStudiesinEducationalAdministration,45(3).
Pucella,T.,J.,(2014)NottooYoungtoLeadTheClearingHouseAJournalofEducationalIssues,StrategiesandIdeas87.1.
ScottishGovernment(2010)TeachingScotland’sFuture–ReportofareviewofteachereducationinScotland(DonaldsonReport).ScottishGovernment:Edinburgh.
AssistantProfessor,Dr.FionaKing;AssociateProfessorDr.OrlaNíBhroin;Dr.AnitaPruntyDublinCityUniversity,IrelandPaperTheComplexityofIrishpolicyandpracticeforinclusiveeducation:Implicationsforprofessionallearning
Focus:ThispaperexplorestherecentshiftinIrishpolicytowardsamoreinclusivemodelofprovidingadditionalsupporttoschools(DES,2017)andimplicationsforteacherprofessionallearning(Travers,2017).Researchapproach:Wewilldrawonfindingsfromamixed-methodsstudywhichexploredimpactofprofessionaldevelopmentonspecialeducationteachers’professionallearning.Keyfindingsandsgnificance:Whiletheseteacherssharedtheirnewknowledgeandskillswithsometeacherstheylackedconfidencetoenhancethecapacityofclassteacherstomeettheneedsofalllearners.Equallyprincipalsrecognisedtheexpertiseoftheseteachersbutdidnotfostercollaborativeculturesorempowerthemtoenhancethecapacityofallteachersintheschool.Thispaperarguesforunpackingthecomplexityofpolicyinrelationtoteachers’professionallearningattheearlystagesofimplementationsothattheprovisionofadditionalsupporttoschoolscanresultingreaterinclusion.DepartmentofEducationandSkills(2017)Circular0013/2017.SpecialEducationTeachingAllocation,Dublin:DES.
Travers,J.(2017)DoestheNewModelforSpecialEducationTeacherAllocationinIrelandReachtheEquityBar?REACHJournalofSpecialNeedsEducationinIreland,30(2),101-105.
AndréKoffeman;Dr.MarcoSnoek
Focus:Thispapertakesasastartingpointtheideathatteacherprofessionallearningcanbeunderstoodastheresultoftheteachers’confrontationsandinteractionswithandwithintheir
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AmsterdamUniversityofAppliedSciences,NetherlandsPaperIdentifyingcontextfactorsasasourceforteacherprofessionallearning
professionalcontexts(Akkerman&Bakker,2011;Beijaard,Verloop,&Vermunt,2000;Kelchtermans,2012).Researchapproach:Thenatureofthesecontextsisexploredthroughareviewoftheliteratureandbyananalysisofteacherlearningautobiographiesandlearnerreports.Keyfindings:Thefindingssuggestthatthreecontextscanbeidentified:apersonalpracticedomain,asocialdomain,andatheoreticaldomain,andthatconfrontationscanbeplannedaswellasunplanned.Significance:Understandingthewaysinwhichthecontextdeterminesprofessionallearningcanhelptopromoteitinspecificareas.Thepaperformsthefirstphaseofalargerresearchproject,aimedatthedevelopmentofareflectiontoolforteachers.Akkerman,S.F.,&Bakker,A.(2011).Learningattheboundary:Anintroduction.InternationalJournalofEducationalResearch,50(1),1–5.
Beijaard,D.,Verloop,N.,&Vermunt,J.D.(2000).Teachers’perceptionsofprofessionalidentity:anexploratorystudyfromapersonalknowledgeperspective.TeachingandTeacherEducation,16(7),749–764.
Kelchtermans,G.(2012).DELERAARALS(ON)EIGENTIJDSEPROFESSIONAL.Reflectiesoverde“moderneprofessionaliteit”vanleerkrachten.KULeuven:CentrumvoorOnderwijsbeleid,-vernieuwingenlerarenopleiding.
VijayKumarPartapCollegeofEducationLudhianaIndiaPaperVijayKumarAttitudeandthevision-Thebigcomplexitiesoftheprofessionalandinterprofessionallearning
FocusThequalityofsocietyandit'sdevelopmentdependsuponthequalityofeducationandthequalityofeducationinturndependsuponqualityofteachereducation(professionals).Theattitudeofprofessionalsandtheirvisiontowardsinter-professionallearningisthebigcomplexityofthelearners.Thethinlinebetweenthetwoisbecomingthickerduetopoorstructureofthelearningsystem.Thefocusofthestudyistofindthereasonsoftheshortcomingsinlearningwhichwidensthegapofprofessionallearningbyinterprofessionallearning.ResearchApproach-observationmethod;questionnaireandinterviewmethodhadbeenadoptedFindings-attitudeoftheprofessionallearnersandthevisiontowordtheinterprofessionallearningarethekeyfactorswhichinfluencethelearningsystem.Significance:ThestudycanfurtherbeusedtomodifythebehavioursofthelearnersandenlightenthemindsofNewlearnersandtheresearcherstoinnovatethenewideastodevelopthelearningsystem.
HilaryLee
UniversityofHertfordshire,England
PaperAnexplorationofthewaysinwhichteachersnavigatetensionsintheirprofessional
Focus:Theresearchexplorestheexperiencesofmotivatedandsuccessfulteachers.Itprovidesinsightsintothecomplexcontextswithinwhichteachersworkandthewaysinwhichtheymanagethiscomplexity.Researchapproach:Theresearchusesadaptivetheory(Layder,1994)toanalysesubjectiveexperiencealongsidepre-existingtheoriestoreveallinksbetweenteachers’actionsandthestructureswhichaffectthem.Theresearchconsistsofin-depthinterviewswithsixteachersoveroneyear.Keyfindings:Theteachersdemonstratecuriosityandcritical
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lives awarenessoftheissuesineducation(Bottery,2006).Theyhaveadeepunderstandingoftheirownvalues(Kelchtermans,2005)andareabletopositionthemselveswithintheprofessionandtheirorganisation(Vähäsantanen,2015).Thisenablesthemtotakepositiveactionratherthanmerelycopewiththechallengestheyface.Significance:Thefindingshaveimplicationsforteacherdevelopmentprogrammesandthewaysinwhichtheyenableteacherstoshapetheirownprofessionallives.Bottery,M.(2006)EducationandGlobalization:redefiningtheroleoftheeducationalprofessional.EducationalReview,58(1),95-113.
Kelchtermans,G.(2005)Teachers’emotionsineducationalreforms:self-understanding,vulnerablecommitmentandmicropoliticalliteracy,TeachingandTeacherEducation,21,995-1006.
Layder,D.(1994)UnderstandingSocialTheory.London:Sage.Vähäsantanen,K.(2015)Professionalagencyinthestreamofchange:Understandingeducationalchangeandteachers'professionalidentities.TeachingandTeacherEducation,47,1-12.
DrHelenLewisDrJaneWatersUniversityofWalesTrinitySaintDavidPaperRecord,re-examineandreflect:howdialoguebasedonvideoreflectioncansupportteachers’professionallearning.
Focus:Thisstudyconsideredtheimpactofvideoreflectiononteachers’professionallearning,withafocusonclassroominteraction.Ineffectivesettings,teacherssupportchildren‘slearningthroughhigh-qualityinteractions(Sylvaetal,2004),yetsuchinteractionsmaynothappenfrequently(Siraj-Blatchfordetal,2008).Furthermore,researchindicatesthateffective,criticalreflectionischallenging,withatendencyforteacherstofocusontechnicalaspectsofpedagogy,whichmaybelesseffectiveintransformingpractice(MuirandBeswick,2007).Researchapproach:Takingapragmatic,mixed-methodsapproachthestudyexploredwhetherreflectivedialogueaboutvideooftheirnormalclassroominteractionsupportedsixteacherstodevelophigh-qualityinteractionandcriticalreflection.Keyfindings:Eachteacherre-examinedanddeepenedtheirreflectionswhenusingvideocomparedtoreflectionsbasedonmemoryalone.Theteachersidentifiedprofessionaldevelopmentalaspirationsbasedontheirvideoreflection,andwereabletoputtheseintopractice.Muir,T.,Beswick,K.(2007).StimulatingReflectiononPractice:UsingtheSupportiveClassroomReflectionProcess,MathematicsTeacherEducationandDevelopmentSpecialIssue8:74-93.
Siraj-Blatchford,I.,Sylva,K.,Muttock,S.,Gilden,R.,Bell,D.(2002).ResearchingEffectivePedagogyintheEarlyYears,DfESResearchReport356.London:DfES.
Sylva,K,Melhuish,E.,Sammons,P.,Siraj-Blatchford,I.,Taggart,B.(2004).TheEffectiveProvisionofPre-schoolEducation(EPPE)Project:FinalReport,Nottingham:DfESPublications.
EmmajaneMilton1DrCarolineDaly2ProfKenJones3DrAndrewJamesDavies4DrFrancesLangdon5
Focus:Welshpolicy-makinghasfocusedontheinductionandmentoringofNQTs.FurtherexplorationisrequiredtosupportNQTsandenablesystemimprovement.Researchapproach:AdaptingtheLangdonComprehensiveInductionandMentoringSurvey,datapresentperceptionsof
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DrMelaniePalmer6
1Cardiff2University,WalesUCL,InstituteofEducation,England.3UniversityofWalesTrinitySaintDavid,Wales4AberystwythUniversity,Wales5UniversityofAuckland,NewZealand6King'sCollegeLondon,EnglandRoundtableAnationalsurveyofinductionandmentoringinWales:complexitiesandimplicationsforprofessionallearning
inductionandmentoringheldwithinWelshcommunitiesofpractice.Ninety-ninerespondents(schoolleaders,mentors,newandexistingclassroomteachers)weredrawnfromacrossWales,representingbothurbanandruralschoolsofdifferingsocio-economicstatus.Keyfindings:Leadershipisthemostimportantfactorincontributingtoculturesinwhichinductionandmentoringareenacted,evenwhenschoolsocioeconomicstatusisaccountedfor.Thecomplexitiesofthisarediscussed.Significance:Stakeholders’combinedvalues,understandingsandpracticescanbearguedtoconstitutethecapacitybuildingpotentialwithinWelshschoolstosupportteacherdevelopmentandimprovelearningoutcomes.
StuartMitchell1KevinCrimmons2HelenHolder3
1,2BirminghamCityUniversity3WolverhamptonUniversity,EnglandWorkshopTheprofessionalidentityofHealthandEducationacademicsunpickedusingBernstein’scode
Focus:Consideredfromtheperspectiveofhealthcareandeducationprofessionals,theworkshopanalysesourprofessionaldevelopmentinanacademicsetting.Researchapproach/Innovation:This‘live’constructionisbasedonthedifferentpathsandexperiencestolearningandidentityfromwithinourmulti-professionalenvironment.Whilewepresentdifferingperspectivestoouridentities,weareatthesametimetobefoundworkinginthesameenvironmentperformingsimilarroles.Weinvestigatethesimilaritiesanddifferencesbetweenourvocationalprofessions,comparingtheseto‘academic’subjectareasasameasureofcontrast,usingBernstein`stheorytounpickandunderstandourprofessionalidentities.Keyfindingsandsignificance:WemakeuseofBernstein’s(2000)notionsofclassificationandframingtoexploreourexperienceofworkinginanacademicsetting,attemptingtomakesenseofour‘vocationalhabitus’andthe‘disrupted’processofprofessionalidentityformation(ColleyandJames,2005)withaviewtoprovidingastartingpointforourowndevelopingresearchinquiry.Bernstein,B.(2000)Pedagogy,SymbolicControlandIdentity:Theory,research,critique.Revisededition.Oxford:RowmanandLittlefield
Colley,H.&James,D.(2005)Unbecomingtutors:Towardsamoredynamicnotionofprofessionalparticipation.PaperpresentedatChangingteacherroles,identitiesandprofessionalism,King’sCollegeLondon,May16.
DrAlexandraMorgan1,DrCarolineDaly2,MsEmmajaneMilton*,MrGwynJones3andDrDamianDonnelly1
1SchoolofSocialSciences,CardiffUniversity,Wales2InstituteofEducation,UniversityCollegeLondon,England,3SchoolofEducation,Bangor
Focus:ThisqualitativestudyanalysedthereflectionsofExternalMentors(n=45)ontheirexperienceofsupportingearlycareerteachers(ECTs)undertakingaclassroominquiryprojectaspartof,theMastersinEducationalPracticeprogramme,anationalinitiativeaimedatschoolimprovementinWales(DalyandMilton,2017).Researchapproach:Focusgroupdata,mentorcontributionsduringtrainingfocusedonsupportingstudentstoundertaketheirclassroominquiryprojectsandinterviewswithmentorsweredocumentedastextualdataandanalysedusinganinductiveapproach.
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University,WalesPaperMentoringforclassroominquiry:From‘narrativesofvalidation’todeeper,criticalexaminationofpedagogyandprofessionallearning.
Keyfindingsandsignificance:Emergingthemesidentifythatmentors(i)outlinedtheirroleof‘educatively’mentoringECTs(LangdonandWard,2015)ascrucialinsupportingthedevelopmentofadeepandcriticalexaminationofpedagogyandprofessionallearning(ii)valuedtheexperienceofmentoringforclassroominquiryasareciprocallearningprocess.Implicationsforundertakingclassroominquiryandthedevelopmentofmentoringexpertisetosupportthisarediscussed.Daly,CandMilton,E.,(2017).Externalmentoringfornewteachers:mentorlearningforachangeagenda.InternationalJournalofMentoringandCoachinginEducation,6(3),178-195.
Langdon,F.andWard,L.,(2015).Educativementoring:awayforward.InternationalJournalofMentoringandCoachinginEducation,4(4)240-254.
JudithPenikett1EmmajaneMilton2DrCatherineDaly3
1,2CardiffUniversity,Wales;3UCLInstituteofEducation,EnglandPaperWelshmentorreflectionswhenconcludinglongtermmentoringrelationships:opportunitiesforlearning,growthandreflection
Focus:Whydoesclosureinamentoringrelationshipmatter?Thispaperpresentsthecomplexities,atthepointofclosurein(multiple)mentoringrelationships,ofbothmentors’engagementwithmentees,andtheimpactonmentorsthemselves.Fewstudieshaveaddressedthecomplexitiesofpracticewithinthisfinalstage.Researchapproach:Basedonqualitativedata,collectedviaareflexiveconfessionalstance,theintentionsofthirtysevenexternalmentorsacrossWaleswereexamined.KeyFindingsandSignificance:Withinmentoringpracticekeybehavioursincludingcelebration,communicationandreflectionbecameevidentastheydisengagedfromthehierarchyofnoviceandexpertandre-alignedtoamorecollegialinterprofessionalrelationship;thisrequiredaplannedtransition.Effectiveclosureplaysacriticalroleinsecuringlongtermbenefitsformentees,andcaninformmentorlearninganddevelopmentprogrammes,andpolicy-makersaboutthecomplexinterprofessionalissuesinvolvedinmentoringwithinhigh-stakeseducationenvironments.Kochan,K.andTrimble,S.B.(2000)‘FromMentoringtoCo-mentoring:EstablishingCollaborativeRelationships’.TheoryintoPractice,39(1),20-28.
Star,J.(2014)TheMentoringManual.Pearson.Zachary,L.J.(2000)TheMentor’sGuideJohnWileyandsons,Inc
DrEmilyPerryProfessorMarkBoylanSheffieldInstituteofEducation,SheffieldHallamUniversity,EnglandPaperAnalysingprofessionaldevelopmentfacilitators'purposes,knowledgeandskills
FocusTheroleoftheprofessionaldevelopmentfacilitator(PDF)iscomplex,encompassingmultipleskills,functions,knowledgesandunderstandings.However,theseaspectsoffacilitators'practicesareunder-researched.Consequently,thereisaneedtodevelopanalyticalconstructstosupportresearchinthisarea.ResearchApproach:Inthisworkshop,wewillcollaborativelyexploreextractsfromtranscriptsofPDFsinavarietyofeducationalcontextstalkingabouttheirpractice.Initially,wewilltakeaninductivethematicapproach.Thenwewillreconsiderthedatathroughavarietyoftheoreticalframes,boththosedevelopedspecificallyinrelationtoPDFs(forexample,PerryandBoylan,2017)andotherspotentiallyapplicablefromtheorisingteachingandteachereducation(forexample,Chauvot,2009;Winch,Onacea&Orchard,2015).Significance:Followingtheseexperiencesofmicro-analysis,wewillreflectonthevalueofinductiveanddeductiveapproachestoanalysisinthiscontextandtheusefulness,ornot,ofthetheoreticalconstructsused.
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Chauvot,J.B.,(2009).Groundingpracticeinscholarship,groundingscholarshipinpractice:knowledgeofamathematicsteachereducator–researcher.TeachingandTeacherEducation,25(2),357–370.
Perry,E.&Boylan,M.,(2017).Developingthedevelopers:supportingandresearchingthelearningofprofessionaldevelopmentfacilitators.ProfessionalDevelopmentinEducation,1-18.DOI:10.1080/19415257.2017.1287767.
Winch,C.,Oancea,A.,&Orchard,J.(2015).Thecontributionofeducationalresearchtoteachers’professionallearning:Philosophicalunderstandings.OxfordReviewofEducation,41(2),202-216.
DrEmilyPerryProf.MarkBoylanDrGillAdamsClaireWolstenholmeDrBronwenMaxwellSheffieldHallamUniversity,EnglandPaperTransnationalprofessionaldevelopmentinEnglishmathematicseducation:Transferortranslation?
Focus:Internationalinfluencesareincreasinglyimportantineducationalpolicy(SellarandLingard2014)inashiftinglandscapeofPISAhighperformingreferencesocieties.Thisinfluencesprofessionaldevelopmentofteachersindirectly,throughshapingpromotedpedagogies,andalsodirectly,throughadoptionofnewformsofprofessionallearningsuchaslessonstudy.Further,programmessuchasthecurrentMathematicsTeacherExchange(MTE)inEnglandpromotetransnationalprofessionaldevelopment(Boylanetal.2016).Innovation:TheMTEinvolvesprimarymathematicsteachersfromEnglandvisitingShanghaiandShanghaiteacherscomingtoEngland,aspartofthepromotionof'teachingformastery'.KeyfindingsandSignificance:Theconceptof'translation'hasbeenimportanttotheoriesofpolicyborrowing(Steiner-Khamsi2014)andknowledgemobilisationbutnotmuchusedinprofessionallearning.WeproblemetisetranslationinrelationtoprofessionallearningandspecificallytheMTEexchangeasaprogrammeaswellasexamplesofitsinfluenceonteachers'practices.Theanalysisprovidestoolsforunderstandingtransnationalinfluencesandalsotranslationinprofessionaldevelopmentmoregenerally.Boylan,M.,Wolstenholme,C.,Maxwell,B.,Jay,T.,Stevens,A.andDemack,S.,2016.EvaluationoftheMathematicsTeacherExchange:China-Englandinterimreport.London:DfE.
Sellar,S.,&Lingard,B.,2014.TheOECDandtheexpansionofPISA:Newglobalmodesofgovernanceineducation.BritishEducationalResearchJournal,40(6),917-936.
Steiner-Khamsi,G.,2014.Cross-nationalpolicyborrowing:Understandingreceptionandtranslation.AsiaPacificJournalofEducation,34(2),153-167.
ClaireRobertsSchoolofNursing&Midwifery,BirminghamCityUniversity,EnglandRoundtableProfessionallearningandfactorsthatmayinfluencetransitionfromoneprofessionalarenatoanother.
Focus:Exploringfactorsthatfacilitatetransitionfromoneprofessionalarenatoanothercouldprovideaninsightintothespecificsupportandguidanceneededtofacilitatesuccess.ResearchApproach:Asmallpilotenquirywasundertaken;takingaqualitativeapproach;withpurposivesampling,semi-structuredinterviewswereconductedtoexploretheexperiencesofqualifiednursescompletingapostregistrationprogrammeofstudy.KeyFindings:Previousexperienceofacademiacaninfluencetransition,withthisbeingeitherapositiveornegativeinfluencingfactor.Lossofprofessionalidentitycanalsooccurduringinitialstagesoftransition,withachangeinprofessionalfocussometimesmakingthelearningexperiencedifficult.Pastoraland
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academicsupportwasacrucialinfluenceonsuccessfultransition.Supportfrompeersalsoprovedinvaluableinfacilitatinglearningandprofessionaldevelopment.Significance:Thisstudyhasprovidedarationaleandfocusforfuture,largerscaleresearch.Futureworkwillexamineinterprofessionallearninginacademiaandfactorsthatmayinfluencesuccesswithaspecificfocusonpeersupport(Duchscher,2008;KumaranandCarney,2014;Teohetal.,2012;Whiteheadetal,2015).Duchscher,J.E.B(2008)TheProcessofBecoming:TheStagesofNewNursingGraduateProfessionalRoleTransitionTheJournalOfContinuingEducationinNursing39(10):410–450;
Kumaran,S.&Carney,M.(2014)Roletransitionfromstudenttostaffnurse:facilitatingthetransitionperiodNurseEducationinPractice14:605-611
Teih,YTE.,Pua,LH.,Chan,MF(2012)Lostintransition:areviewofqualitativeliteratureofnewlyqualifiedRegisteredNurses’experiencesintheirtransitiontopracticejourneyNurseEducationToday13:143-147;
Whitehead,B.,Owen,P.,Henshaw,L.Beddingham,E.,Simmons,M(2015)Supportingnewlyqualifiednursetransition:acasestudyinaUKhospital.NurseEducationToday36(1):58-63
Dr.RakeshSandhu1;Dr.DevinderSinghDhaliwal21Dr.GaneshDasDAVCollegeofEducationforWomenKarnal(Haryana)India;2GuruNanakKhalsaCollegeKarnal(Haryana)India.PaperInter-professionallearningbetweenteachereducatorsandschool-teachers
Focus:Thepresentstudycross-examinestheself-reportedinsightsoftenexperiencedteachersofdegreecollegesinHaryana(India).Theysharedaboutprofessionallearningconfrontationsinfluencingtheirperformanceintheclassroomsubsequentlybeingengagedinseveralprogrammesinordertopressforwardtheteachingquality.Researchapproach:Investigatormadeuseofthesemistructuredinterviewandfocussedgroupdiscussionswiththesampletoobtaininformationfromthecollegeteachers.Significance:Knowingtheprofessionallearningcomplexitiesofcollegeteachershelpinsolvingtheproblemsfacedbythecollegeteachersthroughmutualcollaborationandcooperation.Findings:Theoutcomesshowthattheteachers’professionallearningexperiencesandtheirapproachtoadoptinnovativetechniqueswereoftenobstructedandcontrolledbytraditionaltrainingmethods,whilefunctioningundertheumbrellaofsocallednewprofessionallearningenvironment.Atthesametimeteachersadmittheimportanceofreflectivepracticeandcollaborativeteaching-learning.KeyWords:professionallearning,learningcomplexities,collegeteachers,reflectivepractice.Borko,H.(2004).Professionaldevelopmentandteacherlearning:Mappingtheterrain.EducationalResearcher,33,3-15.
Edwards,A.(2005).Recognisingandrealisingteachers’professionalagency.TeachersandTeaching:theoryandpractice,21(6),779-784.
DrChanderShekharDyalSinghCollege,Karnal,Haryana,IndiaPaperInterProfessionalEducation
Focus:Thegraduatescanbetrainedtoeducatemassesregardingthe immunisation programs, malnutrition awareness campaignsand preventive awareness for the diseases like AIDS, Dengue,MalariaandPolioetc..Research Approach: The sample study was undertaken on 200professionals among doctors, science graduates and engineeringgraduates. All the professional were given inter professional
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andLearning:NeedoftheTimetoOptimizeProfessionalAbilityofthePresentProfessionals
trainingtoenhancetheirskills.KeyFindings:The inter-professionaleducation (IPE)and learning(IPL) will make the graduates capable to contribute for thebettermentofmasses.Theinterprofessionaleducation(IPE)andlearning(IPL)oftheengineeringgraduateswillopentheiravenuesinhealthtechnologyandthehealthindustrywillgetmoretrainedmanpowertoassistinhealthtechnologyfield.Significance: The inter-professional education (IPE) and learning(IPL)willmaketheabilityofallthegraduatesmulti-dimensional.Itwill enhance theuseof the talented youth in different facets oflife.Barr,H.,Freeth,D.,Hammick,M.,Koppel,I.,&Reeves,S.(2005).EffectiveInterprofessionalEducation:Argument,AssumptionandEvidence:Oxford:Blackwell
Barwell,J.,Arnold,F.,&Berry,H.(2013).Howinterprofessionallearningimprovescare.NursingTimes,109(21),14-16.
Gilbert,J.H.,Yan,J.,&Hoffman,S.J.(2010).AWHOreport:frameworkforactiononinterprofessionaleducationandcollaborativepractice.JAlliedHealth,39Suppl1,196-197.
Hammick,M.,Freeth,D.,Koppel,I.,Reeves,S.,&Barr,H.(2007).Abestevidencesystematicreviewofinterprofessionaleducation.BEMEGuide9.MedTeach,29(8),735-751.
PaulineSmith1,RebeccaRaybould2etal.1TheWestMidland’sCPDPartnership,2Curee,EnglandWorkshopCPDStandardPathwayToolforuseinschools,collegesanduniversities
Focus:TheNationalCPDStandardforTeachers’ProfessionalDevelopmentwaspublishedbyDfEin2016.‘TheStandardshouldbeusedbyeveryoneworkingin,andwith,schoolstoraiseexpectationsforprofessionaldevelopment,tofocusonachievingthegreatestimprovementinpupiloutcomes,andtodevelopourteachersasrespectedmembersoftheprofession.’(DfE2016).Thestandardismadeupof5keystrands.Innovation:Inthisworkshop,participantswillbeabletolearnabouttheinnovatoryCPDPathwayToolproducedbytheWestMidland’sCPDPartnershipandCuree.Thistoolenablesteachers,schoolleadersandprovidersofCPDtoexploreinteractivelyaspectsofCPDprovisiontheywishtoprioritizefordevelopmentintheirorganization;andhelpsthemtomaximisetheimpactofCPDprogrammesonteacherandstudentlearning.ThePathwayallowsteachersandleaderstoaccessawiderangeofresearchandpracticalcasestudiestoilluminateeachofthekeystrandsoftheCPDStandard.Significance:TheWestMidland’sPartnershiphasworkedcollaborativelyoverthelastyeartomaketheCPDStandardaccessibleandusefultopractitioners.ThePartnershipisintheprocessofpilotingandmakingthison-linetoolanditsresourcesfreelyavailabletoschoolsintheWestMidland’sregion.Pleasecomealongandshareourdevelopments.DepartmentforEducation(2016)StandardforTeachers’ProfessionalDevelopment.
PhilTaylorUniversityofNottingham,EnglandThecomplexityofteacherprofessionalgrowth-building
Focus:Thispaperdrawsondistinctionsbetweenteacherlearningandcontinuingprofessionaldevelopmentandvariousconjunctionsoftheseterms.O’BrienandJones(2014,p.684)suggestdevelopmentconcerns‘systematiccareerprogression’whilelearningis‘criticallyreflectiveandlessperformative’,andTimperley(2011,p.4)linkstheformerwith‘delivery’andthelatterwith‘meaning-making’.
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andjourneying
Researchapproach:Recordedconversationswithcasestudyteachersareexploredthroughcomplexitythinking(DavisandSumara,2006),unravellingpurposes,opportunitiesandresponsesinexperiencesoflearninganddevelopment.Theresultingcategoriesofdescriptionofferapossibilityspaceforinterpretationandprojectionofprofessionalgrowth.Keyfindingsandsignificance:Listeningtoandinterpretingteacheraccounts,distinctionsbetweenlearninganddevelopmentareheardinthemetaphorsofbuildingandjourneying.Acomplexrelationshipbetweentheseprocessesissuggested,unfoldingatdifferentratesinoverlappingtimescales.Davis,B.andSumara,D.J.(2006)ComplexityandEducation:inquiriesintolearning,teaching,andresearch,Mahwah,N.J,LawrenceErlbaumAssociates.
O’Brien,J.andJones,K.(2014)‘Professionallearningorprofessionaldevelopment?Orcontinuingprofessionallearninganddevelopment?Changingterminology,policyandpractice’,ProfessionalDevelopmentinEducation,40(5),683–687.
Timperley,H.(2011)RealizingthePowerofProfessionalLearning,Berkshire,England,OpenUniversityPress.
AppliedProfessorDr.MirandaTimmermansAvansUniversityofAppliedSciencesBreda,TheNetherlandsWorkshopTowardsapedagogyofschool-basedteachereducation.DevelopmentsinandideasfromtheNetherlands
Focus:For15yearsnow,schoolsandteachereducationinstitutesinTheNetherlandshavebuiltpartnershipswithjointresponsibilityineducatingfutureteachersforKindergarten,PrimaryandSecondaryandforVocationalEducation.SBTEisorganizedaroundlearningtoteachinauthenticsituations(e.g.workplacelearning).SBTEhoweverismorethanjustgivingstudentstheopportunitytolearninauthenticcontexts.Guidanceand‘work-basededucation’arenecessarytosupportandstimulatestudents’teacherslearningandtoconnecttheorywithpracticeandtheotherwayaround.IntheNetherlandsweseepartnershipsdeveloptheirowndiversepractices.Researchapproach/innovation:Interestedinthediversityof‘workplaceeducation’practicesthatareused,weconductedaresearch.Researchquestionwas:whatactivitiesdoSBTEdoattheworkplacetosupportstudentsinbecomingcompetentteachers?Students,SBTEandIBTEwereasked.Keyfindingsandsignificance:Theresultsshowarichpaletteofschool-basedteacheractivities.Andatthesametimewenoticethatnotallopportunitiesareused.ThereisanurgetodeepenSBTEwithotherwaysof‘workplacetrainingandeducation’,partlybecauseindividualguidancetakesalotoftime,andalsobecauseweknowfromhumanresourcedevelopmentpracticesthattherearemorewaystosupportlearning.Timmermans,M.(2012).KwaliteitvandeOpleidingsschool.Overaffordance,agencyencompetentieontwikkeling.(Qualityofthe‘teachingschool’.Onaffordance,agencyandcompetencedevelopment)(Dissertatie).Tilburg:UniversiteitTilburg.
Timmermans,M.&VanVelzen,C.(Red.)(2017).SamenindeSchoolOpleiden(School-basedTeacherEducation).KennisbasisLerarenopleiders(Bodyofknowledge–TeacherEducators),Katern4.Breda:VELON(inVoorbereiding).
VanVelzen,C.,&Timmermans,M.(2014).Whatcanwelearnfromtheshifttowardsamoreschool-centredmodelintheNetherlands?InK.Jones&E.White(Eds.),Developing
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outstandingpracticeinSchool-basedTeacherEducation.Plymouth:CriticalPublishing.
DrLizWhite1;DrMirandaTimmermans21UniversityofHertfordshire,England2AvansUniversityofAppliedSciences,TheNetherlandsWorkshopIdentifyingProfessionalChallengesofSchool-andInstitute-basedTeacherEducators
Focus:Theaimofthisworkshopistoidentifychallengesinthepracticeofschool-andinstitute-basedteachereducators.Researchapproach:Wewilluseanarrativeapproachtoexplorechallengesexperiencedbyteachereducatorsintheirpractice.Weareparticularlyinterestedinchallengesarisingfromchangesinteachereducationinpartnershipsbetweenschoolsanduniversities.Significance:Thesechallengeswillbeusedtodevelopresourcestosupportteachereducators'professionallearningtohelpmeetanidentifiedneed(Whiteetal.,2015;Czerniawskietal.,2017).Thisworkshopispartofaresearchprojectinvolvinginternationalcollaborationbetweenteachereducators,drawingontheacknowledgedbenefitsofaco-operativelearningapproachforteachereducatorsacrosssettings(Boeietal.,2015).Wewouldvalueyourinvolvementinthisworkshop,toidentifychallengesanddilemmasinourprofessionalpracticewhichcouldbeusedtostimulatefurtherdiscussionandreflection.Boei,F.,Dengerink,J.,Geursen,J.,Kools,Q.,Koster,B.,Lunenberg,M.,&Willemse,M.(2015)‘Supportingtheprofessionaldevelopmentofteachereducatorsinaproductiveway.’JournalofEducationforTeaching,41(4),351-368.Czerniawski,G.,Guberman,A.,&MacPhail,A.(2017)‘Theprofessionaldevelopmentalneedsofhighereducation-basedteachereducators:aninternationalcomparativeneedsanalysis.’EuropeanJournalofTeacherEducation,40(1),127-140.White,E.,Dickerson,C.,&Weston,K.(2015).‘Developinganappreciationofwhatitmeanstobeaschool-basedteachereducator.’EuropeanJournalofTeacherEducation,38(4),445-459.
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IPDAFellow2017
DrRogerLevy
UniversityofHertfordshire
RogerhasbeenamemberofIPDAformorethan16yearsandhasservedontheInternationalCommitteefor13years,wherehiswisdomhasbeeninvaluable.FromJanuary2007untilDecember2008hewastheViceChairoftheInternationalCommitteeandfromJanuary2009untilDecember2010hewastheChair.Rogerhasco-ledtheverysuccessfulInternationalConferencecommitteesince2007.Rogerhasreviewedhundredsofproposalsforpapers,workshops,roundtablesandsymposiafortheAnnualInternationalConference,givingsupportivefeedbacktotheauthors.Hehelpstodrawmeaningfulconnectionsbetweenpresentationsandisalwayswelcomingtoconferenceparticipants,newandold.
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IPDA2017Prizewinner
DrSachaMason
DrSachaMasonistheprogrammeleaderfortheProfessionalStudiesFoundationDegreeprogrammeandassociatedprogressionroutesatBishopGrossetesteUniversity–programmeswhichareaimedprincipallyatschoolsupportstaff.ShejoinedBGUin2008followingasuccessfulcareerinFurtherEducationandintheprimaryschoolsector,whereshewasherselfinitiallyamemberofthesupportstaff.SheisnowaSeniorFellowoftheHEAandhercurrentresearchandpublicationinterestsfocusonacademicliteraciesandsex/relationshipeducation.ShehasanMAfromBGU,butitisherrecentPhDresearchwithLeicesterUniversityforwhichIamnominatingherfortheipdaprize.
DrMason’sdoctoralresearchfocusedonacademicliteracyofagroupofstudentsonthework-basedFoundationDegree–studentswhoaretypicallynon-traditionalandfromanon-academicbackground.AwealthofrecentresearchfromtheInstituteofEducation/UniversityCollegeLondonhashighlightedtheunexpectedlypooroutcomesforstudentswhoreceivesupportfromteachingassistantsandotherpara-professionalstaff,withlackofpreparationfortheirrole(professionaldevelopment)beingclearlyhighlightedasamajorcontributoryfactor.Inherleadershiprole,DrMasonisnotonlyactingasaproviderofsuchprofessionaldevelopmentforsupportstaff,butalsohas–withherresearch-engagedwithsomeofthecriticalelementswhichinfluencelikelysuccessinthatprofessionaldevelopmentendeavour.Herowncareertrajectoryhasprovidedherwithvaluableinsightsintotheprofessionaldevelopmentneedsofherstudents,andthisis,inmyview,anareawhichhasreceivedtoolittleresearchattentionfromprovidersofprofessionaldevelopment,giventhelargeproportionofschoolstaffwhichtheyrepresent.Thislongitudinal,qualitative,practitionerresearchstudyinvestigatedthemetacognitivestrategiesthattwelveadult,work-basedlearnersstudyingonafoundationdegreeusedtoundertakeacademicwrittenassignments.Theresearchlensofcomplexityandtransformationaltheoryprovidedauniqueconceptualandmethodologicalframeworktoexplorethelearningexperiencesoftheparticipantsoverthetwoyearperiodoftheirdegree.Dataweregatheredfrom‘feedforward’tutorialswiththelearnersandtheirassessmentgrades.Thestudyarticulatesthechallenges,evidentinthelearners’narratives,asstruggles.Thesestruggleswerealignedwithconceptsofemergencewithinacomplexityframeworkandakeyfindingfromthedataistheimportanceoftheseinrelationtotransformationallearning.Wheretransformationallearningwasevidentthisextendedbeyondthecognitive,toincludeemotionalandsocialdimensions.Powerfulemotionalresponsessurroundedthestrugglesexperiencedbythelearners.Thestudyfocusedonprofessional,personalandacademicidentitiesandontheinterconnectednessofnestedrealitieswhereeachinteractsdynamicallyfortheselearners.Conceptsofself-belief,self-efficacyandagencywerecentraltothisinvestigationintothemetacognitiveawarenessofadultlearnerswheremotivationandpurposeforlearningpresentedascriticalfactorsforundertakingtheFoundationDegree.Academicwritingstrategiesandtheindividualapproachestoundertakingwrittenassignmentswereanalysedtoexploreimplicationsforpracticewithinuniversitiestomeetthecomplexlearningneedsofnon-traditional,adultlearners.Thefindingshaveinformedaproposedmodelforanarchitypetutorwhoisspecificallyabletoprovidetheparticularconditionstofostertransformationallearningandwhoaddressesequityandpowerbetweentheadult,work-basedlearnerandtheacademy.
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DrTMasonwrites:ThankyoutotheIPDAforthisawardandIamsorrytonotreceivethishonourinperson.InmyroleastheprogrammeleaderfortheProfessionalStudiesFoundationDegreeprogrammeandassociatedprogressionroutesatBishopGrossetesteUniversity,Ihavetheprivilegeofworkingwiththoseseekingprofessionaldevelopmentacrosstherangeofsupportstaffinschools,earlyyearspractitionersandthoseworkingintheyouthsector.IhaveworkedontheprogrammeforthirteenyearsinHigherEducationandfortenyearspriortothisinFurtherEducationtrainingteachingassistantsfollowingacareerintheprimaryschoolsector.MyrecentresearchforaPhD,awardedbyLeicesterUniversity,focusedonhow‘non-traditional’learnersonafoundationdegree,approachacademicwriting.Non-traditionallearnersaretypicalofthoseundertakingawork-baseddegreeandarecharacterisedbymaturewomenandthosewhohavepreviouslyneverconsideredaprogrammeofstudyatauniversity.Thefindingsshowedthestrugglesthatthelearnersexperiencedbeyondtheacademictoincludepersonalandprofessionaldomains.However,participantsarticulatedtheirincreasedmotivation,self-efficacyandesteemthroughundertakingthedegreedespitethechallengestheyfacedinallaspectsoftheirlives.Adistinctandsignificantriseinprofessionalconfidenceandidentitywasevidentacrossthesampleduringthetwoyearsoftheirprogrammeofstudy.Thesefindingsaffordmetheconfidencetometaphoricallyandliterally‘wavetheflag’forprofessionaldevelopment.Asateacherandanacademic,Iremainwhollycommittedtothosewhoaspiretobecomebetteratworkingwithchildren,youngpeopleandtheirfamilies,andvalueprofessionaldevelopment,work-basedprogrammes,suchasafoundationdegree,incontributingtowardsthisendeavour.Onceagain,thankyouforthisaward.
PDIEBestConferencePaper2017Prizewinner
ThePDIEBestConferencePaper2017prizewinnerwillbeannouncedaftertheconference.Pleasevisitthewebsitefordetails.http://ipda.org.uk/awards/pdie-best-paper-award/
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IPDAJournal
Editors:Ken Jones, University of Wales Trinity Saint David, UKJim O’Brien, University of Edinburgh, UK
Professional Development in Education
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For the latest content visit www.tandfonline.com/pdie
The official journal of the International Professional Development Association (IPDA)
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More than a journal
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……………
NEWIPDAJournal
AimsandScopeCIPEisafullypeer-refereedinternationaljournalforpractitioners,professionalsandresearchersexploringinnovative,creativeandoriginalapproachestoworkinthefieldofpractitionereducation.Thejournalhasastronginter-disciplinaryfocusandseekstofacilitatediscussionanddebatethatcrossestheboundariesofprofessionalcontextsanddomainsincludingcompulsoryandpost-compulsoryeducation,nursing,socialwork,alliedhealthprofessionsandthecriminaljusticesector.Theeditorswelcomesubmissionofawidevarietyofhighqualityoriginalmanuscriptsinarangeofstyles,genresandmodesandfromavarietyofparadigmsincluding:
• Reportsofrecentresearchinthefield;• Impactaccounts;• Photo-essays;• Reflectionsonpolicyinpractice;• Informedandanalyticalaccountsof
innovativepractice;• Critiquesofrecentpolicydevelopments;• Shortreportsofresearchinprogress;• Conversations/Dialoguesandinterviews;• Bookreviews.
Thejournalwillbeflexibleaboutarticle‘size’andwelcomecontributionsofdifferentlengthstoreflectthevarietyofcontributiontypesoutlinedabove.Forguidanceauthorsmightsubmit:
- 5000-7500wordpeer-reviewedarticles- 1000-2500wordpeer-reviewed‘provocations’or‘thinkpieces’- upto1500wordimpactaccounts,‘implicationsforpractice’orbookreviews
Thejournalisparticularlyopentocontributionsthatexploreeclecticandexperimentalapproachestoresearchandrepresentingresearchoutcomes.Thejournalisalsokeentoencourageauthorstakingafirststepintopublicconversationsandwillprovideproactivesupportfornewwriters.
COMING SOON… PRACTICE: CONTEMPORARY ISSUES IN PRACTITIONER EDUCATION
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