2009 SW LSRN Conference - Seminar & Workshop Summaries
.jpg)
South West Learning & Skills Research Network
Annual Conference 2009
"Whose Class is it Anyway?"
regulation and autonomy in further education and lifelong learning
Friday 10 July 2009
(10.00 am - 4.00 pm)
at
Dillington House, Nr Ilminster, TA19 9DT
held in partnership with the SWitch & Peninsula
Centres for Excellence in Teacher Training (CETTs)
SESSION (1) SEMINARS (11:30 - 12:15)
1(a) Ann-Marie Bathmaker - University of the West of England, Bristol
Changing pedagogic practices? The pedagogies of the ‘new’ higher education
This seminar considers how higher education pedagogies are constructed and experienced in the context of HE in dual sector FE/HE institutions in England. The seminar explores a number of ways in which issues of pedagogy might be considered in these contexts. This includes the aim of researchers in the field of lifelong learning to create a reformed and ‘transformative’ higher education. It also considers recent research which has explored teaching and learning cultures in English further education, and work which has investigated higher education identities, where Bourdieu’s concepts of habitus, field and capital are used to understand inequalities related to structural positioning, and the spaces for individual agency within the constraints of structural conditions. Also of interest to this study, is the developing debate around ‘knowledge’, in particular, knowledge in the context of vocational education.
The seminar focuses in particular on empirical research from a two year study which has used both quantitative and qualitative methods to investigate the changing shape and experience of HE in England, involving in-depth studies of four FE/HE institutions. The seminar explores how institutions, students and lecturers negotiate the construction of higher education identities and pedagogies. Whilst there are opportunities for new pedagogies in these contexts, the research found that the construction of pedagogies is also influenced by the perceptions of what higher education means, and what pedagogies give ‘status’ to higher education. On the one hand, the research found that there was development of what were considered ‘appropriate’ pedagogies, oriented to the ‘needs’ of the students studying in such institutions. On the other, there was evidence of traditional approaches to pedagogy, that appeared to give credibility to HE in dual sector contexts, rather than necessarily offer new and possibly more constructive approaches to HE study in such settings.
1(b) Matt Davis - City of Bristol College
Breaking the mould: re-asserting a craft view of teachers professional practice
The context of Continuing Professional Development (CPD) for teachers acts as a mirror to the prevailing political trends in education. In the UK, as in much of the rest of the industrialised world, the last twenty or so years of educational policy have been underpinned by managerialist thinking. The end result of this approach has been to “reduce the role of teaching to that of a technical deliverer of pre-set pedagogies” (Brain et al, 2006), with managerial opinion regarding how learning is ‘delivered’ able to veto that developed from teachers’ own experience and expertise. Consequently, teacher development is often mechanical, focusing on quantifiable improvements to effectiveness through ‘proven’ techniques and exemplification of universal best practice.
However, alternatives to this approach are available. The notion of craft as related to the practice of teaching is not new, but one we feel is particularly valid in the current political context. Wallace (1991) presents it as a set of skills acquired through apprenticeship with a senior teacher. Richards and Lockhart (1994) suggest that the teacher ‘treats each learning situation as unique’ (ibid:209) and observes, analyses, invents and personalises in order to create and maintain a learning classroom. In the craft view, success in the classroom depends largely on the personal investment of the teacher, the nature of classroom interactions, and the extent to which the classroom is a safe and engaging zone for learning.
In this seminar, we will give an overview of the findings from an ongoing research project (InSITE) evaluating an innovative professional development programme for experienced teachers in the FE sector. From these findings, we will suggest a framework to describe the craft of the experienced teacher and offer some reasons why we feel that this view of teaching has potential for CPD and other curriculum management process.
References:
Brain, K., Reid, I. and Boyes, L. (2006) Teachers as mediators between educational policy and practice. Educational Studies 32:4 pp411 - 423
Richards, J.C. and Lockhart, C. (1994) ‘Reflective Teaching in Second Language Classrooms’. Cambridge University Press, Cambridge
Wallace, M. J. (1991) ‘Training Foreign Language Teachers’. Cambridge: Cambridge University Press
1(c) Jo Pye & Kim Diment - Marchmont / SLIM
‘Jumping through hoops’ or ‘crafting a career: will they stay or will they go? The experiences of teachers in training from FE and the Lifelong Learning Sector
Reflected in our seminar title, the ambiguity surrounding both well-established and new teacher-training programmes arises out of the latest findings from SWitch CETT-commissioned research tracking the experiences of teachers in training in the further education (FE) and lifelong learning sector. Our research findings lead us to ask what are the likely implications of the drive towards professionalisation through regulatory qualification? An expansion of the workforce and an increase in retention? Parity of esteem with the compulsory sector? Better pay? Or will regulation get in the way of “professional innovation, autonomy and excellence”?
Our latest research findings present the project team’s final longitudinal analysis of teachers in training within the SWitch CETT (Centre for Excellence in Teacher Training) partnership. They build on initial 2007 research findings on the implementation of the new regulatory framework, conducted in the Autumn of 2007, and the first and second interim reports of 2008/09 with a selected cohort of practitioners based on a follow up mixed-method survey and qualitative interviews.
The seminar presentation will summarise the key findings arising out of the research project, which has utilised both qualitative and quantitative methodologies to gather evidence from teachers in training across FE and the learning and skills sector. In asking them to reflect on their respective teacher training programmes, from the more traditional PGCE* and Cert Ed* to the newer PTLLS*, CTLLS* and DTLLS*, we have been able to develop a detailed picture of themes which include professional identity and the perceived value of qualification and progression.
The seminar discussion will explore further the conference theme in relation to the overall research findings and recommendations and, in doing so, we aim to understand better how newly-qualified teachers in the sector may be enabled to take ownership of their practice as professionals in the brave new world of regulatory reform.
* Abbreviations:
PGCE - Post-Graduate Certificate in Education
Cert Ed - The Certificate in Education
PTLLS - Preparing to Teach in the Lifelong Learning Sector
CTLLS - Certificate in Teaching in the Lifelong Learning Sector
DTLLS - Diploma In Teaching In The Lifelong Learning Sector
1(d) Rob Lawy & Kate Hellman - University of Exeter
“Reaching the mentors that other Training Cannot Reach”: on-line training for mentors in ITT (FE)
With the reforms of Initial Teaching Training (FE) in September 2007 came a new and widely reported emphasis on mentoring as an essential mechanism to support the development of subject specialisms and practitioner skills. This shift in emphasis has raised a number of questions about the model and practice of mentoring in ITT (FE). The seminar will report on a research project where an online programme of Mentor Training delivery has been developed. The idea is that this training method should be used primarily where mentors are unable to attend in-house training (offsite mentors in particular). In devising the programme it has been important to recognise thatmentors come from a highly diverse range of backgrounds with varying levels of education, qualification and experience. Secondly, mentors have widely differing conditions of service and are often located across a broad geographical area.
In order to address these issues the research has been constructed as action research project where the online scheme is trialled by practitioners from across the sector. Their role has been critical in devising developing and evaluating the programme that aims to be accessible, meaningful and useful for new existing and potential mentors.
Many of the issues in this work reflect concerns about mentoring that have been raised elsewhere (Lawy & Tedder, 2009). Amongst other issues there is recognition of the high degree of variability in practices and in understandings of roles and responsibilities of mentors and also of the tensions and contradictions that follow.
During the seminar we will report on our preliminary findings, demonstrate some of the work we have undertaken, and use the opportunity to explore some of the issues and problems that are emerging from the research.
We will ask the participants to:
a) address the key characteristics of a ‘fit-for-purpose’ online-training programme; and
b) identify some of the main problems (practical and educational) associated with the development of the programme.
The seminar will provide an opportunity for further feedback from practitioners on these issues which we will incorporate into the next phase of our work.
1(e) Annie Ostapenko-Denton - Truro College
Professionalism in Theory, Professionalism in Practice: A Hermeneutic Study
This research considers notions of professionalism in a qualitative framework - looking at what people who work in Further and Higher Education understand by the term “professionalism” and what they feel this term encompasses, both in their day to day practice and in their wider professional lives. In order to delve deeper into participants’ notion of professionalism a series of unstructured interviews have taken place - the transcriptions of which are checked by the participants for meaning. This research therefore utilises a hermeneutic methodology, which attempts to reach a shared, negotiated meaning between researcher and participant. Hermeneutic research considers that shared meanings can be achieved by looking at the world through shared ‘lenses’ - namely shared meaning in time, in place and in language tradition (Cohen et al, 2000).
In order to examine this notion of professionalism, the research started out by looking at two distinct group - those who are ostensibly embedded in ‘Theory’ (fellow EdD (Doctor of Education) students) and those who are similarly embedded in ‘Practice’ (colleagues at work), although this distinction is, at best, artificial. I felt that, as the researcher, I shared time, place and language traditions with both of these groups. As the research has progressed, it has become apparent that this “Theory-Practice” distinction is not evident, and I have shifted my focus to simply looking at notions of professionalism in people who work in Further or Higher Education. Participants are known to me as this means that we can share time, place and language traditions and therefore come to a deeper shared meaning of professionalism. The number of interviews with each participant is determined via negotiation with them, with some participants being interviewed only once or twice and others up to five times or more.
The research is towards the end of the data collection stage, and forms a part of my EdD with Exeter University.
References:
Cohen, M, Kahn, D and Steeves, R (2000) Hermeneutic Phenomenological Research London: Sage
SESSION (2) SEMINARS (12:15 - 13:00)
2(a) Alvinia Menary & Trainee Teachers - Cornwall College
Exploring the master, apprentice roles in a community of practice: a narrative approach from teacher trainees - the Graphic Designer, the Animation Tutor and the Skills Support Lecturer
Joining a ‘community of practice’ (Lave and Wenger 1991) presents several dilemmas for the trainee teacher. They are exposed to a raft of regulations and control and become the ‘apprentice’ in a range of educational settings. They begin their teacher training course as subject specialists and need to accommodate a new academic discipline with all its attendant concepts, skills, language and theoretical constructs as they progress through the teacher training course. As part of developing their reflective practice, trainee teachers have been involved in a project, ‘MoLeNet’- sponsored by the LSN, to encourage trainees to use video equipment and to video their teaching sessions.
The aim of the project is:
• to develop a range of video teaching sessions to encourage shared practice of teaching
• to encourage reflective practice
• to share experiences through the Net by developing an online community of practitioners
The cohort of teacher trainees, 2008-9 were offered the opportunity to join this project. Video cameras were provided and students then recorded their teaching and discussed ‘online’ how the teaching was progressing and they were asked to reflect upon their practice and the value of ILT in their sessions. All participants will be interviewed at the end of the project in the summer term as part of the evaluation process.
This seminar will provide an update on progress in the development o f videoing teaching sessions and explore the challenges faced by trainees in contributing to an online community. The seminar will explore the narrative voice and bring together teacher trainees who will reflect upon their practice and explore the role of the ‘master and apprentice’.
2(b) Denise Dickens - City of Bristol College
The role of Personal Support Workers in supporting Entry level learners
This seminar reports on an evaluation of the perceptions of learners, support and teaching staff around the effectiveness of disability support services for learners accessing entry provision. The learner’s journey and experience of learning is considered alongside the discussion of valuing independent learning. It goes on to discuss whether the experience would have been different if learners did not access disability support.
Quantative data is analysed from the results of focus groups, through samples of a total of 30 voices from learner and staff groups.
The study considers and reflects on additional support services alongside an outline of role definitions and importance of communication. Specific consideration of continuing personal and professional development for support service staff continues with clear paths for creative and innovative use of the service staff to impact on the learner experience. Further exploration is suggested around findings, particularly around clarification of defined roles, learner information, support requested and delivery by different groups of individuals.
2(c) Maria Cole - Kingston Maurward College & Alison Pearson - Bicton College
Using inter-institutional networks to develop and renew the lifelong learning of teaching staff
This seminar will provide the first opportunity to share in detail the work and outcomes of an innovative programme based on action research involving the pairing of two of the region’s Land-Based Colleges (LBCs) working in association with the Association of Colleges - South West. The work has been focused around a number of Level 3 long progammes and has a range of outcomes, including improving learner success rates.
Supported by a significant national award secured from the Enhancement and Improvement fund, this action research project contains a number of strands focusing on the professionalisation of the workforce, including:
• assisting the development of staff with vocational backgrounds and new to the teaching profession to become effective teachers more quickly
• encouraging experienced staff to consider alternative approaches to learning and teaching
• reducing the isolation of ‘lone specialists’ and creating the opportunity to establish new and long-lasting professional relationships
A key feature of the current project has been the ‘pairing’ of teaching staff from similar curriculum areas to assist in the professional development of teaching staff and to enable the exchange of effective practice. This feature of the project has focussed on developing an inter-institutional learning community, involving reciprocal site visits. Working collegiately on key problems the project has inspired the developing of new creative and innovative approaches both at level of a course and that of the institution.
The seminar will offer participants to opportunity to hear first hand about:
• the way the project was conceived, developed and implemented
• how funding was secured
• the outcomes and impact of the action research and their applicability to other further education institutions and contexts
• the benefits of adopting a collaborative inter-institutional approach to develop reflective learners
2(d) Rob Lawy & Michael Tedder - University of Exeter
Beyond compliance: teacher education practice in a performance framework
In this seminar, we propose to examine the impact of recent policy in teacher education intended to produce a workforce in further education (FE) that is ‘thoroughly professional and highly skilled’ (LLUK, 2007). New qualifications (PTLLS*, CTLLS* and DTLLS*) are ostensibly designed to meet the various professional needs of those in different teaching or training situations throughout FE and the Lifelong Learning sector. The assumption of these qualifications is that workforce problems can be resolved through the introduction of differentiated training linked with a prescriptive set of standards enforced by a robust regulatory and inspection framework. Under this performative schema, it is the achievement of the standards rather than a critical engagement with them that is important. Indeed, the schema presumes that standards can be a fixed outcome or point of reference rather than an input into a dialogue about different teacher practices.
Given the official framework, we are interested to consider how far new teachers are encouraged to be autonomous, innovative professionals. We report on findings from a SWitch-funded research project completed in January 2009 concerning the use of Individual Learning Plans (ILPs) and mentoring in reformed teacher training programmes (Lawy and Tedder, 2009). The principal data collection method comprised semi-structured interviews in which the research team collected rich qualitative data from ten trainees, from nine teacher educators who fulfil roles as tutors and/or mentors in programmes and also from nine managers, some working in FE colleges and some in other community organisations. We found that, whilst there was some consensus about the benefits of these innovations, the assessment-led orientation endorsed by official agencies is problematic. We argue for an outlook that moves beyond compliance and the performative criteria that underpin it, to an approach where the training of teachers engages participants in critical and reflexive examination of their practice.
* Abbreviations:
PTLLS - Preparing to Teach in the Lifelong Learning Sector
CTLLS - Certificate in Teaching in the Lifelong Learning Sector
DTLLS - Diploma In Teaching In The Lifelong Learning Sector
References:
Lifelong Learning UK (2007) Further Education Workforce Reforms, Explaining Initial Teacher Training, Continuing Professional Development and Principals’ Qualifications in England, Accessed in January 2008 at http://www.lifelonglearninguk.org/ittreforms/index.htm
Lawy, R. and Tedder, M. (2009) Initial Teacher Education in the Learning and Skills Sector in the South West: ILPs, Mentors and Mentor Training. Exeter, University of Exeter
2(e) Becky Turner - HELP CETL, University of Plymouth & Liz McKenzie - Truro College
Reconceptualising identity - scholarly activity and the HE in FE professional
Since the Dearing Report college lecturers with responsibilities for supporting and/or delivering Higher Education (HE) in Further Education (FE) contexts have experienced considerable changes in their working practices. The introduction of Foundation Degrees lead to the adoption of new quality systems through collaborative partnerships with universities and scope for flexible modes of delivery. Consequently this has given college lecturers the freedom to design courses based on local need (HEFCE, 2000). Key to this expansion has been the need to develop an HE ethos within FE colleges. Staff development was identified as crucial, not least the need for staff teaching HE to be given time to undertake professional updating to support their HE teaching (HEFCE, 2003).
In 2005 the Higher Education Learning Partnerships (HELP) Centre for Excellence in Teaching and Learning (CETL), in conjunction with the University of Plymouth Colleges network, introduced the Award Holder Scheme. The Award Holder Scheme presented lecturing and support staff from across the partner college network opportunities to undertake scholarly activity and/or professional updating. Alongside the Scheme, ongoing research has explored the impact of engaging with scholarly activity on participants’ professional practice, identity and development as HE in FE professionals. As this paper will discuss, the role of the HE in FE professional appears to be a state of flux, depending largely on the context in which an individual is working. Participants commented upon the sense of legitimacy as HE professionals they experienced through their engagement with scholarly activity. For the majority of participants engagement with research, and becoming part of research communities through the HELP CETL, provided them with a neutral territory in which to renegotiate their identities as HE in FE professionals.
Authors:
Rebecca Turner, Liz McKenzie, Claire Gray & Mark Stone
Liz Mckenzie: Deputy Team Leader, Education, Truro College (lizm@truro-penwith.ac.uk)
Claire Gray: UPC Staff Development Co-ordinator, University of Plymouth College (claire.gray@plymouth.ac.uk)
Mark Stone: HELP CETL Director, HELP CETL, University of Plymouth (m2stone@plymouth.ac.uk)
References:
HEFCE. 2000. Foundation Degree Prospectus. Bristol: HEFCE.
HEFCE. 2003. Supporting higher education in further education colleges: a guide for tutors and lecturers. Bristol: HEFCE.
SESSION (3) WORKSHOPS (14:00 - 14:45)
3(a) William Richardson & Anne Parfitt - University of Exeter
Why no history of Further Education in England? Inserting the further education (FE) story into initial professional formation
This participative workshop will introduce a 12-month research project, just getting underway and funded by the Esmée Fairbairn Foundation, entitled ”The reputation of English further education: understanding the evolution of the sector”.
The main aim of the project is to deepen understanding of English further education through recovery of its past record and, in so doing, to:
• help enhance the reputation of FE; and (among other things)
• provide resources which could be used in initial training and in CPD.
The project has as its dissemination partner the national FE Reputation Group set up as a result of the 2005 Foster Review(1). It is expected that results will include increased understanding of: the historical evolution of FE in England; and how such perspectives can help professionals working in the sector address contemporary priorities with a clearer sense of purpose and professional identity.
The workshop will:
• introduce the project and its working methods; and
• invite participants to consider the heritage of the sector as they have experienced it in their careers to date.
During the participative part of the workshop an analytical commentary will be provided. This will be based in part on a pilot study already undertaken in 2007 in the South West and a resulting narrative review(2).
Toward the end of the session the convenors will invite participants to consider how this work of recovering FE’s legacy (both good and bad) and documenting its achievements can be put to use. In particular, we will directly address the conference themes by asking:
• how does a historical perspective help develop the professional role of teachers in FE colleges?
• what are the lessons for contemporary practice?
• how could the results of the project be made available most effectively to teacher trainers/educators in the sector?
References:
(1) Foster, A. (2005) Realising the potential: A review of the future role of further education colleges (London: Department for Education and Skills).
(2) Richardson, W. (2008) 'In search of the further education of young people in post-war England', Journal of Vocational Education and Training, 59 (3), pp. 385-418.
3(b) Carolyn Nye & Graham Carter - City of Bristol College
Holding up the mirror: facilitating reflective practice
In a context where political dictats have been arriving at a rate of “one new educational measure every two days” (Edexcel, 2009), it is hardly surprising that CPD has tended towards the instrumental. Driven by the evolving demands of the national policy agenda rather than addressing individual professional needs as gauged by teachers, it is often concerned with replication and compliance rather than professional autonomy. Despite this, much of the rhetoric currently surrounding professional development appears promising: for example, almost all activities for new and experienced teachers require the participants to engage in reflective practice of some form or other. Does this indicate a narrow path which, if successfully negotiated, will satisfy all stakeholders? And if so, how is this balancing act achieved on the ground?
As a tentative answer to these questions, we will offer some practical reflections derived from an ongoing evaluation of a CPD programme for experienced teachers. The project, InSITE, has been run for the last two years at City of Bristol College in conjunction with the University of Bristol’s Graduate Education and employs short video ‘episodes’ from the teachers’ own practice as stimulus for individual and group analysis activities, incorporating four input sessions, non-evaluative observations and online communication.
Early indications are that this procedure has much to offer: teachers have engaged with interest and enthusiasm in the process of examining their own practice and identifying strengths and areas for development. The discussion at different levels have been reflective and engaged, suggesting that for these teachers the potential for developing professional skills and capacity from scrutiny of their own practice is real and substantive.
The two project facilitators will lead a reflective workshop in which they will present an overview of the project, demonstrate the process of episode analysis and lead a discussion of the stumbling blocks faced and unresolved issues currently emerging from the data.
3(c) Sue Prescott & Angie Ward - South West Workforce Development Partnership
Exploring how the role of the Learning Support Practitioner can support Inclusion for Learners
Supporting the Learner Journey is a Continuing Professional Development (CPD) Framework dedicated to the professional development of Learning Support Practitioners (LSPs) offering recognition of their essential and varied roles.
During the development of this framework a team of six professionals researched the role, responsibilities and training experienced by LSPs in 34 general further education and specialist colleges across the southern hub of the South West Region.
Our research identified that the relationship between the LSPs and the Teachers has a significant impact on the effectiveness of learning support in Lifelong Learning. A key issue raised was the lack of effective and appropriate working practices to enable both the LSPs and teachers achieve the maximum benefit for learners.
“It was estimated in 2003 that there were some 50,000 learning support and learning resource staff in the FE system”. LLUK, November 2007
For these reasons we believe that it is essential for trainee and experienced teachers to develop their awareness of the significant role LSPs can play in the endeavour to improve not only recruitment, retention and achievement but also to increase inclusion.
“If this proposed CPD Framework is to work, then best practice needs to be encouraged by embedding the recommended approaches within the professional practices of individual colleges and centres. This will not only contribute to the creation of a community of practice across the south-west region but also throughout the Learning and Skills Sector as a whole.”
Development Project Final Report 2008:41
This workshop session has been developed to give insight into the nature of learning support in various contexts and the significance of the LSP role in relation to the inclusion agenda.
Delegates will be given the opportunity to experience the materials that have been produced for the CPD framework.
3(d) Jim Crawley, Caroline Harvey & Rose Smeeton - Bath Spa University
Just suppose teachers had some power - what would they do?
The professional autonomy of those working in the Lifelong Learning sector appears to be eroding at every stage (Coffield 2008)1. Teachers rarely get a real chance to influence their own futures (Crawley 2005)2. This workshop will give participants the chance for their ideas and voices to be heard, listened to and valued. The session will take the form of a conversational discussion on the key question of:
‘If equipping our teachers was left to the teachers, what actions would they take?”
To address this key question, we will consider these sub questions:
• What are the most successful features of your teaching in 2009?
• What are the least successful features or your teaching in 2009?
• What would you change?
• How would you change it?
• Why?
At the end of the workshop, when considering the results, we will be left to ponder this final question:
“What convinces you this would be better?”
References:
(1) Coffield, F. (2008) “Just suppose teaching and learning became the first priority”, London: Learning and Skills Network.
(2) Crawley, J. (2005) “In at the Deep End - a survival guide for teachers in Post Compulsory Education”, London: David Fulton Publishers.
3(e) Liz McKenzie - Truro College
Just suppose teachers had some power - what would they do?
The session will begin by reviewing approaches to the role of reflection in developing practice, drawing on Schon (1983, 1987), Boud et al (1985), Bolton (2001,2005). Views on the nature of reflection will be considered: reflection as an active, structured, conscious process; as arising from uncertainty, or inner discomfort; an individual, private, personal process; a social, collaborative process; a universal process in which we all engage, though perhaps with varying capacities.
It will move on to look at the process of reflection in Initial Teacher Training for Post-Compulsory Education. Students are encouraged to reflect to develop their practice. Reflective journals are frequently used as a means to promote reflection and provide evidence of trainee teachers’ engagement with the process. Not all students find journal writing an effective vehicle for reflection and this strategy tends to promote an individual, introspective approach. What alternative strategies can be used to support trainee teachers?
During the workshop participants will reflect on their experience of reflection with reference to a recent teaching session, followed by discussion about the process of reflection - what prompts it, how we prefer engage with it, how best to support trainee teachers to develop effective strategies?
elop effective strategies?