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The TEG resource: initial evaluation and possible / emerging pedagogic strategies for its use as a capacity
building resource
The TEG Group:
Anne Campbell, Ian Hextall, Moira Hulme, Marion Jones, Pat Mahony, Ian Menter, Jean Murray, Richard Procter and Karl Wall,
in collaboration with Steve Baron, Mary James and Andrew Pollard
Teacher Education Group
ESCalate 2009
• Should be embedded in existing research on teacher education in the varying contexts of the UK
• Commitment to building new researchers’ knowledge and understanding of the field and of the implications of the research already undertaken
• An example of what Rees et al (2007:776) term ‘(a) starting point for developing new and perhaps more imaginative strategies for research-capacity building’
TEG
A resource for: teacher educators and teachers in training and undergoing continuing professional development, broadly defined and conceived
TEG’s underlying principles
• To construct a literature mapping
• To draw on this mapping to analyse what it revealed about existing research activities in the field
• To develop a series of ‘walkthroughs’ to be placed on the TLRP website and to serve as a pedagogical tool for new researchers
TEG Objectives of the initial research activities set within a broad framework
TEG
• Limited funding • Limited time• Funding for two field researchers• Expenses through TLRP• TEG team: time and expertise gratis • Meetings focused on:- developing an underlying model for the data base- what it would address- how it would be bounded - how information might be structured and categorised bearing in mind the range of potential users
Issues and constraints
TEGWhen the resource is opened the user sees…
• Online search - using various filters e.g. core categories’ and ‘core methods’
• Downloadable citation lists organised by ‘author’, ‘journal’ and ‘year’
• Direct links to resources via thematic walkthroughs related to ‘core categories’
The TEG annotated bibliography was launched at three meetings in 2008: February (Glasgow); March (Roehampton); May (Liverpool John Moores)
Presented at AERA,BERA,ECER 2008 /2009
Updated to include items published in 2007 and 2008.
TEGTEG Resources available via three routes:
TEGThe Walkthrough
Purpose: To facilitate a journey of exploration which may result in the acquisition of knowledge and skills in research
Aims: - to provide a stimulus for those wishing to find out about or
study or research a particular topic and
- to provide connections to a selection of relevant key literature, web resources and examples of policy, projects and practice through ‘jump out’ links, including the TEG resource itself and the TLRP resources and capacity building materials
A pedagogical tool for building capacity in research
TEGThe Walkthrough – an EXAMPLE
Offers an introductory ‘overview’ and a way into the issue
Gives ‘Starter links’ to key resources
TEG Vignette1
“ The fact that it accesses so many relevant journal entries, all of which have been pre-reviewed. A great time saver when carrying out in-depth research. Additionally, the categorisation should be really useful to both staff and students for focusing in on specific issues.”“
TE-researcher as teacher
Time saver
First sweep of literature
Detailed search of literature
Use of search categories to narrow focus
Staff...and students
TEG Vignette 2
“It’s an extremely useful resource for academic colleagues engaged in teacher education working in HEI and as school based mentors”
TE-researcher as cross institutional link
Action research contexts
In using current literature to develop Mentor understandingOf the mentor role
In understanding links between settings
In relation to informing working practice with mentors
TEG Vignette 3
“It’s an extremely useful resource for academic colleagues engaged in teacher education working in HEI and as school based mentors”
School based mentors
Sources for students being supervised
Current literature
Research informing the mentor role
Reflections on practice
Mentors as researchers
TEG Vignette 4
“Access to literature distinctly concerning issues and methodology aligned to teacher educative research methods.”
TE-researcher as researcher
‘Methods-results-analysis’ process
Preparing for research activity
Exploring methodologies
Exploring methods
In a teacher educative context
TEG Vignette 5
“Access to literature distinctly concerning issues and methodology aligned to teacher educative research methods.”
Student teacher as researcher ” to be”
Exploring how methods are used and why?
Looking at the range of research around a specific issue / topic / method
Exploring the nature of ‘evidence’ in relation to practice
Comparing accounts to ‘be critical’
In a specific educative context
• Professional learning
• Partnership
• Regulatory frameworks/policy
• Curriculum and assessment
• TE professional development
• National context
• Equity issues
• Ethical issues
TEG Core topics
TEG
• Qualitative• Quantitative• Mixed• Practice-based• Interviews• Questionnaire• Longitudinal• Survey
• Small-scale• Large-scale• Reflection• Political economy• Case study• Action research• Literature review• Content analysis• Quasi-experimental
Core Methods
TEGFeedback…cons…
• It does not look at subject specific areas and therefore would be limited with current students if they wanted to investigate subjects taught in school
• Shame about the UK limitations; in some contexts there are also problems using it off-site by teachers/students because of restrictions on access
• There is a need for detailed guidance re. searching the resource. Although it is easy to use it does need an explanatory guide to begin with.
TEG
Piloting of evaluation approaches• Questionnaires• Email list contacts e.g. BERA members• Cited author lists• Use in projects (e.g. TERN)
Pedagogic and analytical resources• Bounding Statement• Video ‘talk throughs’• TEG User Tools (TUTs)
Funding
?
Developments
TEGTEG User Tools (TUTs) – pedagogic tools
(1) Planning a search:• Identifying key terms• Developing a search strategy Single term Combined terms Free word
(2) What is an ‘abstract’? Components and purpose ‘Reading’ an abstract.
(3) Using the TEG Bibliography Search options: Author Journal Year Theme Method Free word Extension
Pedagogic and analytical resources
TEGTEG User Tools (TUTs) – analytical tools: looking for patterns
In development
(1) Capturing abstracts(2) Analysing a single abstract(3) Analysing a suite of abstracts (group of three)(4) Analysing across examples within a theme or method: (5) Analysing over time within a theme or method: (6) Analysing examples longitudinally (across 2000-2008)
Pedagogic and analytical resources
TEG Conclusion
In this paper we have sought to:
• Give a brief background to the updated TEG Bibliography
• Comment on the pilot evaluation strategies deployed so far
• Use vignettes to raise issues about how the resource might be used by different types of users
• To indicate some future pedagogic and analytical developments in the form of TEG User Tools (TUTs)