Teacher Educator Induction Project Phase II
|Leader(s):||Professor Jean Murray|
|Organisation:||University of East London|
|Contact phone:||020 8223 6318 or 020 8223 3000|
|Start Date:||27 October 2010|
|End Date:||31 July 2011|
The aim of this project is to continue to enhance the academic induction of newly appointed lecturers in teacher education. This includes school teachers who have been appointed to higher education posts that involve training student teachers for early years, primary and secondary age phases. It also includes those lecturers who have recently been appointed to roles that involve training new lecturers in post compulsory education and training; many of these colleagues work in HE in FE contexts. In addition to providing regional workshops for new teacher educators, the project will also draw on data collected in 2009-2010 to revise the current ESCalate academic induction guidance.
- In spring of 2011 three regional workshops to enhance the academic induction of newly appointed lecturers in teacher education working in higher education institutions and training student teachers for early years, primary and secondary age phases.
- In spring of 2011 one workshop to enhance the academic induction of newly appointed lecturers in teacher education working in higher education, often in further education contexts (FE), and training colleagues as lecturers in post compulsory education and training (PCET).
- Revisions to the ESCalate publication: Becoming a Teacher Educator: guidelines for the induction of newly appointed lecturers in Initial Teacher Education, drawing on data and collaborative inputs collected in 2009-2010, drawing on relevant research published since the first edition, and including the perspectives and needs of those working in post compulsory teacher training and in HE in FE contexts.
The purpose of the workshops is to target staff moving into higher education teacher training roles from schools, colleges or other educational workplaces, supporting their academic induction and equipping them to:
- meet the differentiated academic expectations for working in higher education on teacher education courses;
- work effectively with students on initial teacher education and continuing professional development programmes;
- identify appropriate modes of pedagogy for working with student and experienced teachers;
- develop appropriate and personalised research, scholarship and knowledge exchange developmental trajectories;
- be proactive in managing their own induction process.
The workshops will use previous methodology and materials by Pete Boyd, Jean Murray, and Kim Harris. Updated review of the literature and extension to include teacher educators in PCET will be required. The existing guidelines have been very well received within the sector but will benefit from updating. The previous workshops provision was been very successful, indicating a level of demand that could be best satisfied with a UK-wide programme.