Is sdsdavies a teacher educator?

I’m a teacher educator – or am I?

I work within the school of education (SOE), in a post 1992 university and my job title is: senior lecturer in Secondary Teacher Education. So I guess this makes me an educator of (trainee) teachers. I hold the following qualifications:

BA (hons) Knitwear Design

PGCE Secondary (Design and Technology) Education

Part way through an MA in Teaching and Learning

I worked for 10 years in a comprehensive secondary school teaching Design and Technology (plus some Child Development, ICT and Art & Design). I was promoted to Advanced Skills Teacher status, which recognised my work in the classroom and meant that my teaching role included suporting other teachers within my school and across the county. I was employed at my university for my professional skills rather than my academic/research skills.

Three years into the post and I now need to develop my research skills (something encouraged by the SOE). But how do I develop my research skills within a SOE that holds a developing (low) research profile? I feel unconfident about doing research, an opinion shared by Burton and Bartlett (2005) who want teachers to see that research is something they do every day and not “something that other (usually very learned or expertly trainned) do” (p14). I’m also not feeling very supported – although the SOE are encouraging research they aren’t able to offer the support mechanisms e.g. role models and collaborative research avenues that are sited as best practice (Griffiths, Thompson @ UCET 2010).

So I’m adopting my research role model from the UCET conference and I’m going to emulate their research on myself. Ellis and McNicolls (UCET 2010) are investigating the work of teacher educators in order to conceptualize teacher education as academic work.

I also wish to find out ‘what is a teacher educator?’ So I’m going to describe my own work – via this blog to give me a starting point for investigation.

I shall keep a work diary during wk 17, 21, 25 and 30 – so that I can analyse what work I do

and I will blog at least once a week – discussing the work that I do and posting artifacts that I am involved with.

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Effective Teachers

Effective teachers
Know what their talking about
Are confident and willing to take risks
Respect the pupils ability
Have high emotional intelligence
Create trust in the classroom
Create the right environment for learning
Understand what they are there to do

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Module Task 13

Thought I’d capture my thoughts on the how the mentor meeting went this May. In the past I have left Andy and Alan to run this session – so it was the first time I engaged with the content.

The session was aimed around getting the mentors to moderate across the schools (slightly false as they weren’t going to watch students teach – just compare their observations and interim reports. At first the session got dominated by mentors that had issues with tie trainees. On reflection – you can see that the mentors who are having issues nearly always attend (as they want a forum to moan – but you could also see its cause their often stumbling (not had a trainee like this before) and want some support). By getting the mentors to identify what level of student they had and then resetting them with comparative trainees – this was really good for letting the mentors with strong trainees escape from the moaners.

The mentors gave very positive feedback about sharing ideas with other mentors and having the time to discuss the different levels. issues that were raised discussed inconsistency in trainees having the opportunity to trial theri own scheme of work. and that assessment comes at th end of the practice.

Need to consider further how to support mentors with improvmnt lanning. Paul pointed the use of the TDA guidance booklet on meeting the dstandards which is also avaialble as a website.

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write and site

I want to see if I can use write and cite within the blog.

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Ideas for action planning

Had a chat with Don today about a workshop that he attended the other day. The facilitator had got the group making filling ‘post it’ notes with; thinking – feeling – saying – doing. The ‘post it’ notes were then displayed around the room. This sounds like a good idea for getting the PGCE trainees to reflect and target set at the end of their SE1?

He also mentioned an activity getting the group to think a miracle had happened and they went into work what would they see? or how would they know that the miracle had happened? this would be a way to identify the success criteria and hopefully work out the steps to it happening. To support this the final activity which he recalled was when the facilitator asked them to talk to their partner about a really good weekend and what they would do to plan for this to happen. Not sure how I’ll use that then.

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CFBT Cross Curriculum Training Event

 I attended the West Midlands training event for cross curriculum planning with PE, A&D, citizenship and geography. The event was hosted by the 5 strands curriculum advisers. Sue Wood head was there for D&T (standing in for Andy Mitchell). They started off with an update on the new curriculum and overview of changes – coming and present. We were asked to share experiences of the new curriculum – either cross curricular days or innovative curriculum planning. One school on the table had gone to a thematic Year 7 timetable involving all the humanities subjects and PSHE/Citizenship. Attention was drawn to the concepts and processes for each curriculum area so delegates could get an overview of how subjects might link together. There is no statutory requirement to deliver cross-curricular learning experiences although supported by the NC .


Motivation/Learning experiences

Better Behaviour

Improved standards

(a model for curriculum planning?)

APP – close up (day to day), Standing Back (periodic) Public View (transitional KS3-4 etc). nsead – has a website with a good article called ‘usess and abuses of assessemnt’

Pont of note: CFBT resources to disappear at the end of the month when funding finishes.

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