Teacher educators in the life-long learning sector Their work and identity

1. Teacher educators in the life-long learning sectorTheir work and identity Anja Swennen, VU University Amsterdam

2. Outline A broken promiss: some history Teacher educators as second-order teachers and what this means for their knowledge and work (in the LLL-sector) Some ideas to professionalize the work of teacher educators 2

3. Penny Noel The secret lives of teacher educators 3

4. A general definition Teacher educators are those who ccontribute formally to the development of teachers in pre-service and in-service education 4

5. Changing identity of TEors as a result of the changing context of teacher education

6. Current types of TE University-based Professional Higher Education (Hogeschool, Högskolen) Colleges of Further Education Schools Subject-based Profession-based Workplace-based

7. Who are the TEors? Teachers are first order practioners TEors are second order practioners They should be aware of the second order context of TE and the first order context of teacher Murray & Male, 2005 7

8. Building a coherent identity as TEor The experience as teacher and the reflection on that experience is part of the identity of TEors teacher teacher educator

9. But ….. TEors at universities (like Huddersfield university) are second order practioners in a second order context TEors at Colleges of Further Education are second order practioners in a first order context 9

10. Extending the identity of teacher Their experience as teacher and the reflection on that experience is their core identity which they use to teach teachers teachereducator teacher educator teacher teacher educator teacher educator

11. Knowledge of TEors Always aware of the second order context of TE and the first order context of the (student) teacher and can move easily between those two contexts Have knowledge of pedagogy of teacher education (Loughran, 2007) Are able to model, be explicit and legitimize their own teaching and that of other novice and experienced teachers 11

12. Model It is modelling the processes, thoughts and knowledge of an experienced teacher in a way that demonstrates the ‘why’ or the purpose of teaching: it is not creating a template of teaching for unending duplication John Loughran, 2001 12

13. Be explicit Teacher educators need to make their teaching explicit, so the modelling is brought to a conscious level of the student teachers. This requires a high-level of meta-cognition, it is verbalizing the reflection-in-action, (Schön, 1983) the tacit part of professional knowledge in teaching Kari Smith, 2001 13

14. legitimize Underpin your own and observed teaching with theory that teachers know or should know Swennen, Korthagen & Lunenberg, 2007, 200

15. Lack of knowledge and skills Some research suggests that TEors seem to lack the knowledge and skills needed to put explicit modelling and legitimizing into practice Swennen, Korthagen & Lunenberg, 200

16. TEor is an emerging identity Meaning: Those who work in TE are only just recognised as a professional group and individual TEors only recently identity themselves as TEors Therefore:TEors need to reconsider their identity in relation to their context TEors need (to produce) professional and academic knowledge - to develop as individual and as a professional group Titel in voettekst, aanpassen via Voettekst aanpassen, tab VU

17. There is an emerging knowledge base for teacher educators, but it is not easily accessible for TEors

18. Teacher Training (Lifelong Learning) Cert Ed pre-service 2013-14 Liz Dixon: Dixon, L (2010) ‘Teacher Educators in Higher Education:aspirations, opportunities and challenges. Fear and Anxiety v Desire’. In: University of Huddersfield Research Festival 2010 , 8-18 March 2010, Huddersfield University Alison Gorf: Gorf, A (2003) ‘Knowing how to move the Skills for Life Agenda forward – a reflection on current PCET teacher training initiatives within Basic Skills.’. In: RAPAL confere Josie Harvey: Harvey, J (2008) ‘It's not just a game: educating the educators’. In: ESCalate ITE conference, 15th May 2008, Glyndwr University, Wrexhamnce, June 2003, University of Wolverhampton Alison Iredale: Iredale, A., Bailey, W., Orr, K. and Wormald, J. (2011) ‘Confidence, risk, and the journey into praxis: work-based learning and the teacher education curriculum’. In: The Important Role of Higher Education in Teacher Education, 20th May 2011, Manchester Conference Centre , p. 22 Judith Kidder: Kidder, J (2010) ‘Effective Feedback in teaching practice observations’. In: ESCalate Good Practice Guide Launch, 20th April 2010, University of Huddersfield John McNichol: Mentoring of trainee teachers Bernard McNicholas: Skills for Life Practitioners Group Martyn Walker :Cook, M., Fisher, R. and Walker, M. (2008) Teacher education at Huddersfield, 1947-2007: from technical teacher training college to university school of education . Huddersfield: University of Huddersfield . ISBN 9781862180697 Sarah Williamson:: Williamson, S (2009) ‘Developing Cross-institutional Virtual Learning Environments for Trainee Teachers ’. In: 5th ESCalate ITE Conference, 15th May 2009, Glyndwr University, Wrexham, UK Titel in voettekst, aanpassen via Voettekst aanpassen, tab VU

19. Knowledge from ‘books’ is not enough The purpose and test of learning is whether it can be applied as an active part of the TEors intellectual equipment. It is not easy to bridge the gap between talking, telling, discussion and action within teacher education. MacLennon, 1963 Michael Cook, Roy Fisher & Martyn Walker, 2008

20. Professional development of TEors To explore possibilities to be a second order practitioner Induction Communities Developing courses/curricula Sharing in publications Research To contribute to the development of a useful pedagogy of teacher education To contribute to the body of knowledge for and about TEors