Reclaiming the ground of master’s education for teachers: lessons to be learned from a case study of the East Midlands Masters in Teaching and Learning

Bailey, Mary; Sorensen, Pete

doi:10.1080/02607476.2012.733190

Cited by 6 publications

(3 citation statements)

References 15 publications

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“…The 'award-bearing model' was originally placed in the transmissive category owing to the context and environment in which much award-bearing CPD was being promoted at the time of writing, particularly in Scotland. However, with the increasing emphasis on Masters-level learning as a means of enhancing teacher criticality and autonomy, but still acknowledging the capacity for it to be 'prescribed' by Governments (Bailey & Sorensen, 2013), I…”

Section: Standing the Test Of Time?mentioning

confidence: 99%

Understanding continuing professional development: the need for theory to impact on policy and practice

Kennedy

2014

Professional Development in Education

292

206

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This article reflects on my 2005 article in this journal, entitled 'Models of continuing professional development: A framework of analysis'. Having been invited to reflect on the original article as part of PDiE's 40 th anniversary celebrations, I have taken the opportunity to reflect not only on the structure and content of the original framework, but also to position it within the current state of literature in the area of teacher professional learning. In so doing, this article proposes an updated framework for analysis, focusing more explicitly on the purpose of particular models than the categorisations of the models themselves. It then goes on to expand on this by considering how various aspects of CPD policies might be analysed according to what they reveal about underlying perspectives on professionalism. The article concludes with some thoughts on how theory about teacher professional learning might better help us to understand policy and impact positively on practice.

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Section: Standing the Test Of Time?mentioning

confidence: 99%

Understanding continuing professional development: the need for theory to impact on policy and practice

Kennedy

2014

Professional Development in Education

292

206

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“…It has been found [12] that participation in research remains the least of the six priorities of the teaching schools or Teaching School Alliances (TSAs) gifted with the power to lead education research in England. Moreover, research in schools focuses on the "technical" aspects of "what works" to address narrow performative goals relating to school-improvement [13]. Whether these schools have the capacity to teach beginning teachers to research remains questionable.…”

Section: Contextmentioning

confidence: 99%

Pre-Service Teachers Undertaking International Research: Developing Skills of Reflection

Medwell¹,

Wray²

2021

ICERI2021 Proceedings

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The study analyzed the reflectiveness of ten trainee teachers participating in a shared research project in Shanghai and English primary schools. The study asked what kind of reflective learning about research could be identified through content analysis of transcripts of research planning and review meetings and of individual written reflective reports by each participant. The findings of the study are that that undertaking a shared research project was a significant learning event in these pre-service teachers' paths towards becoming a teacher. Through reflection on their research, these students analyzed their experiences as researchers, the nature of research, their learning during the research process and developed criticality about research. The paper considers what this reflection on the practice of teacher research can offer to the education of teachers in the current school-based UK training context.

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“…In the at Masters level, regardless of subject or content, will support teachers to become better educated in a general sense and to be able to be more critical in their outlook and therefore to have a stronger professional voice, that is, to support subjectification purposes. However, it could equally well focus on improving subject or pedagogical knowledge, with the express intention of improving student outcomes in Government-identified priority areas, as in the English 'Masters in Teaching and Learning' (MTL) model (Bailey & Sorensen, 2013), thereby suggesting more of a human capital purpose. A third possible intended outcome for Masters level teacher learning, and certainly one that is strongly suggested in the Finnish model (Simola, 2005), is that to have teaching as a Masters profession would raise the status of teachers and teaching; implying a socialisation perspective.…”

Section: Teacher Professional Learning: a Masters Level Activitymentioning

confidence: 99%

What do professional learning policies say about purposes of teacher education?

Kennedy

2014

Asia-Pacific Journal of Teacher Education

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Enhancing teacher learning is acknowledged globally as a key route to improving student outcomes, thereby contributing to nation states’ economic competitiveness (OECD, 2005). This globally accepted policy ‘hypernarrative’ (Stronach, 2010) is driving reform of teacher education policy internationally. This paper seeks to analyse some key features of contemporary teacher professional learning policies in terms of the underpinning purposes of education, in an attempt to make more explicit the purposes and potential implications of particular policy choices. The analysis draws on literature related to the fundamental purposes of school education, highlighting three broad, but distinct categories of ‘purpose’: the socialisation function; the development of human capital; and ‘subjectification’ which focuses on individual creativity (Biesta, 2009). While principally conceptual in nature, the paper draws on the Scottish policy context in exemplifying the analysis, concluding that there is a tendency towards socialisation and human capital functions, at the expense of subjectification purposes

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Reclaiming the ground of master’s education for teachers: lessons to be learned from a case study of the East Midlands Masters in Teaching and Learning

Cited by 6 publications

References 15 publications

Understanding continuing professional development: the need for theory to impact on policy and practice

Understanding continuing professional development: the need for theory to impact on policy and practice

Pre-Service Teachers Undertaking International Research: Developing Skills of Reflection

What do professional learning policies say about purposes of teacher education?

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