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Reflections on small-scale research study by pre-service teachers

Reflections on small-scale research study by pre-service teachers. Mike Martin LJMU m.c.martin@ljmu.ac.uk. Starting point. Interested in teacher education rather than teacher training Exploring alternatives to competencies (doctoral research)

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Reflections on small-scale research study by pre-service teachers

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  1. Reflections on small-scale research study by pre-service teachers Mike Martin LJMU m.c.martin@ljmu.ac.uk

  2. Starting point • Interested in teacher education rather than teacher training • Exploring alternatives to competencies (doctoral research) • Experience of working with pre-service teachers over a 15 year period across 4 Universities • Belief in the value of research by pre-service teachers both for them and in general

  3. What others say… • …forging links between research and practice in meaningful ways during pre-service teacher education is essential. (Kotsopoulos et al 2012:21) • The transition from student to teacher can be eased and supported by doing action research. Through developing systematic reflective practice, beginning teachers can learn to integrate taught theory with actual practice, becoming professionals in every sense of the word. (Smith and Sela 2005:297) • …pre-service teachers may tell their own stories of learning to teach rather than having those stories told by others doing research about them. (Phillips and Carr 2009:210)

  4. Context • Final year / phase of undergraduate and postgraduate teaching courses • Modules worth academic credit – 24 at Level 6 or 20 at M-Level (so high stakes) • Usually a subject focus • Research undertake whilst on placement • High level of tutor support before the project about research methods and developing a proposal

  5. Reflections In what ways was the experience of being a researcher valuable? • It has given purpose to my placement, giving me targets to aim for, complete and achieve… • It allowed us to explore areas of teaching that we may not have considered to be of importance. • It has made me very critical of almost all published research, especially those highlighted in the media which suggest they have been commissioned with an agenda in mind! • It really taught me to question the very nature of a curriculum...who decides it, on what basis and how do pupils' day-to-day views actually align with literature on good practice in curriculum and educational institution construction? It enabled me to (in a limited sense) step outside of education and look at its development neutrally and actively consider/question it, instead of being just caught up in the midst of what needs to be taught that day.

  6. Reflections What have you learned from your research study? • I have learnt firstly, don't ever anticipate that you will get everything back that you hand out. Students may have the best intentions of helping out, but they often let you down at the last minute. • I've learnt that I am naive and a novice at researching an aspect of my subject area, and so I would need to observe and study how other researchers operate in future to produce a quality research study • My personal study considered a specific point of teaching in transition.. Current issues regarding performance related pay have put this into context and have tied in with my research as teaching being a shared responsibility ‘Every teacher a teacher of reading’.

  7. Reflections How has your study helped your development as a teacher? • I have discovered gaps in teaching practice which need addressing and I feel that I am in a suitable position to help make that change in my first teaching post. • It has given me more awareness of the effectiveness of my teaching, its helped me pinpoint the things that work and why the things that are not successful don't work. I understand the importance of influences outside of school and has made me ask questions that I would like to do in further research. • I have realised the greater, holistic, needs and to be considerate of the wider abilities of children when planning and delivering lessons.

  8. Final thoughts • Future of research by pre-service teachers? • How can we educate pre-service teachers in the future? • How do we maintain a culture of questioning / reflection and an ability to live with constant change? Contact Mike at: m.c.martin@ljmu.ac.uk Presentation at: www.mikemartinblog.wordpress.com

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