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UCETAnnual Conference
Tuesday 10th November 2009
Jenny Carpenter&
Madelaine Lockwood
Key themes
Collaboration
Reflective practice
Change and change management
Outcomes for this session
• Know the context for the research• Critique a supporting tool to help student
reflection• Share ways in which your institution
supports the student learning experience
Introduction
‘Does student-instigated dialogue promote a deeper level of reflection
in post-lesson discussions?’
Methodology
• Small sample of current students, self-selected• Seminars and tutor-supported workshops with
mentors and students• Discussions with students and mentors to be
recorded after lesson observations• Students to analyse their use of questions
• Students to compare their questioning over the placement and refer to Bloom’s taxonomy, Kolb’s
learning theory
Problems
• Student confidence• Mentor involvement• Over-ambitious
and others...
Findings
• An over-loaded curriculum• School placement documentation focused
on administration for schools• Lack of understanding and information of
the expectations of where students are in learning to become teachers
Based on two students and four in-depth interviews after placement
Implications
• Reviewing the taught professional modules
• Documentation to support students
Developing and supporting PGCE student awareness of
learning to become a teacher
The Continuum of Student Experience
The Continuum of Student Experience
What is your initial reaction?
Collaborative activity
What are the positive ways in which the tool might be used in the following
contexts?
• Group 1: Placement in school with mentors
• Group 2: In university taught sessions/modules
• Group 3: In individual tutorials (Academic Tutor)
Collaborative activity
If you were to adopt this tool in your institution,
what part of your practice would need to change?
Feedback
Two groups of YSJ students were asked about the Continuum in their first Academic Tutor
meeting:
1. Some students did not recall having seen the Continuum.
2. Some students did recall having seen the Continuum but were unsure of its purpose.
Feedback
3. Students did recall the Continuum and found it reassuring and supportive in identifying a personal baseline position.
4. From this initial discussion student response suggests a lack of clarity around the meaning of the strand statements.
5. Psychology students initially commented that the strands carried little meaning as they were grounded in experience.
Our initial response
Areas for development:• QTS Standards
• Evidence
• Introduction to and direction in using the tool
• Academic Tutor meetings
• Delivery and structure of the programme
• Adult learning
• School Experience documentation
Our initial response
Implications:• The role of the tutor• Student coaching• Documentation review• Programme re-structuring• Capacity building
Professional modules
Delivery of the professional modules has been re-structured:
• Key note lecture• Tutor led workshop
• Tutor-facilitated enquiry-based learning• Student led seminars
• Supported open learning
References
Calderhead, J (1987). The Quality of Student Teachers’ Professional Learning. European Journal of Teacher Education 10 (3) p269-78. Cited in Furlong, J & Maynard, T (1995). Mentoring Student Teachers. London: Routledge
Hobson, A J & Malderez, A (Eds) (2005). Becoming a Teacher: Student teachers’ motives and preconceptions and early school-based experiences during ITT. Research Report 673. Available at: http://www.gtce.org.uk/133031/133036/139594/139722/bat_rr673_year1
Lofthouse, R & Wright, D (2007). A New Model of Observing Students Teach: an opportunity for practitioner enquiry. Paper presented at 3rd Annual ESCalate ITE Conference 2007. St Martin’s College, Lancaster
Pollard, A (2008). Reflective Teaching: Evidence-informed professional practice. (3rd Ed). London: Continuum
Contacts
Jenny CarpenterT: 01904 876325E: j.carpenter@yorksj.ac.uk
Madelaine LockwoodT: 01904 876446E: m.lockwood@yorksj.ac.uk