Tag Archives: Teacher Education

Visiting as metaphor – developing a framework for reflective practice⤴

from @ Cat's eyes

Gillies, D., 2016. Visiting good company: Arendt and the development of the reflective practitioner. Journal of educational administration and history, 48(2), pp.148-159.

 

 

 

Hannah-Arendt by POLISEA – CC BY-NC-SA

This paper offers a critique of the notion of ‘reflective practice’ in the context of initial and early-stage teacher education. Reflective practice is a term which is frequently used throughout the career of a teacher; it is a practice which is encouraged in teacher education programmes on campus and in school experience. It is also a requirement of students and serving teachers if they are to meet the standards for registration, as stipulated by the General Teaching Council of Scotland (GTCS). They are exhorted to: ‘reflect and engage in self-evaluation using the relevant professional standard’ (GTCS 2012a), and for the standard of Career-Long Professional Learning, to ‘develop skills of rigorous and critical self-evaluation, reflection and enquiry’ (GTCS2012b). In spite of this central focus on reflection, aspects of teacher development and practice may leave some students and serving teachers feeling that there is insufficient discussion in their instructional and practical experience of what reflective practice is or how it might be achieved. Neither do systems and cultures best support reflection in context: the current emphasis on the evidence-based, best practice or ‘what works’ agenda supports the technical-rational–instrumentalist emphasis on craft, skills, and a cause and effect approach to practice, which leaves little room for consideration of wider aspects of pedagogical approaches.
Gillies (2016) draws on Arendt’s theory of enlarged thought –a theoretical concept with considerable philosophical pedigree, as it relays back to Kant and Aristole – to offer a conceptual framework which supports a progressive development of reflective practice, especially with regard to early-stage teachers and student teachers. This, to me, seems to be an extremely helpful mechanism in teaching and learning about the practice of reflection, developing experience in the consideration of alternative perspectives (‘visiting,’ loosely, in Arendt’s terms), and coming to judgement, as a key component of reflection, of the value and merits of the perspectives under consideration.
Engaging with these perspectives, in Gillies’ and Arendt’s terms, is the ‘company’ we keep; however, there are caveats. Keeping company of only known perspectives might limit our reflections and leave us in an echo-chamber, where our own biases and beliefs are confirmed and justified. That might be a comfortable environment for some, but for others this is an opportunity for challenging, professional conversations and debate; for contesting accepted beliefs and for ‘enlarging our thoughts,’ in  Arendt’s terms.
Here is Gilles’ framework for reflection, based on the ‘visiting’ metaphor, offered by Hannah Arendt (Gillies, 2016, p157).
gillies

I’d urge you to read the article if you have, like me, wrestled with the disconnect between expectations and support for the development of reflective practice in the early stages of learning about teaching.

P.S. Hannah Arendt was a political theorist known perhaps most widely for her analysis of the origins of totalitarianism. This Open Culture link provides useful insights to her thinking via an interview and further links.

References

GTCS. 2012a. Standards for Registration. Edinburgh: GTCS.

GTCS. 2012b. Standard for Career-Long Professional Learning. Edinburgh: GTCS.

Gillies, D., 2016. Visiting good company: Arendt and the development of the reflective practitioner. Journal of educational administration and history, 48(2), pp.148-159.

 


Fully-funded course for student teacher mentors⤴

from @ Education Scotland's Learning Blog

A reminder from colleagues at Moray House School of Education that they still have spaces on the upcoming Student Teacher Learning in and through Practice (STLitP) The course is fully funded and due to start on Saturday 21 January 2017 .

Who is this course for?

  • all teachers appointed to the ‘cluster tutor’ role in the MSc in Transformative Learning and Teaching
  • teacher mentors who expect to be supporting an MA Primary with year 3 student
  • teacher mentors who expect to be supporting an MSc in Transformative Learning and Teaching student

More information and the online booking form can be found here:

www.ed.ac.uk/education/stlitp

SELMAS Brainstrust 3 – The Outsiders⤴

from @ Education Scotland's Learning Blog

selmas-brains-trustSELMAS Brainstrust 3:  9 November 2016 – The Outsiders – Braes High School, Falkirk

As the title suggests, the first SELMAS Brainstrust of the session (and 3rd in total) focuses on the young people in danger of being left behind by the education system.  We will hear from colleagues who have made sure that the young people in their care don’t fall into this category.

Please find more information about this free professional learning event on the SELMAS website – https://welcometoselmas.wordpress.com/2016/10/18/brains-trust-3-the-outsiders/  – where you will also find the link to enrol. 

 

 

Leadership Award: Gaelic Education⤴

from @ Education Scotland's Learning Blog

Social Enterprise Academy, with support from Education Scotland and Bòrd na Gàidhlig, are delivering an Institute of Leadership and Management Award for teachers of Gaelic Education. The next Leadership Award for Gaelic Education will commence on 11 and 12 November  2016.  If you wish to enrol for this award, or require more information, please contact kate@socialenterprise.academy.

 

Professional Learning for teachers of Gaelic Medium Education (GME)⤴

from @ Education Scotland's Learning Blog

Streap, the Postgraduate Teaching Certificate for teachers of GME is still recruiting for a 5 September 2016 start. Applications are now invited for a limited number of places. The induction to the course takes place in Glasgow on 15 and 16 September 2016.

This programme is fully funded by the Scottish Government. For more information, please go to:

http://www.abdn.ac.uk/education/degrees-programmes/gaelic-medium-education-pgcert-436.php

Professional Learning for teachers of Gaelic Medium Education (GME)⤴

from @ Education Scotland's Learning Blog

Streap, the Postgraduate Teaching Certificate for teachers of GME is still recruiting for a 5 September 2016 start. Applications are now invited for a limited number of places. The induction to the course takes place in Glasgow on 15 and 16 September 2016.

This programme is fully funded by the Scottish Government. For more information, please go to:

http://www.abdn.ac.uk/education/degrees-programmes/gaelic-medium-education-pgcert-436.php

Research digest for teachers of craft, design, engineering and graphics⤴

from @ Education Scotland's Learning Blog

ES logo

 

 

 

 

This research digest has been developed to provide you with a sample of recent international literature and research related to Technologies: Craft, Design, Engineering and Graphics.

www.educationscotland.gov.uk/resources/r/genericresource_tcm4875926.asp

 

 

Newsletter: Gaelic Medium Education⤴

from @ Education Scotland's Learning Blog

Comann nam Pàrant, the national organisation that advises and supports parents/carers of those in Gaelic Medium Education (GME), has recently published a newsletter.

The newsletter includes information on

  • Education (Scotland) Act 2016
  • Comann nam Pàrant AGM
  • Gaelic Medium Education in action across the country
  • Bòrd na Gàidhlig
  • Teacher Recruitment
  • Comhairle nan Leabhraichean’s approaches to supporting parents/carers with their child’s learning
  • New resources.

Please continue to read

Professional Learning: Environment, Language and Heritage⤴

from @ Education Scotland's Learning Blog

Àrainneachd, Cànan is Dualchas (‘environment, language and heritage’) is a ten-day Gaelic language learning course. It is intended for fluent speakers and near-fluent learners of the language who would like to continue to develop their fluency. The course explores the strong links between the language and the Scottish environment. It will run in North Skye on 25-29 July and from 1-5 August, 2016. Students can attend either or both weeks. More information about this course is available here: ACD 2016 (E) and at https://acisd.wordpress.com/.

Transforming Lives: Succeeding Against the Odds Transitions as a Tool for Change Conference⤴

from @ Education Scotland's Learning Blog

transforming lives flyer

poster

We are excited to let you know that you can now book your place for the Scottish Government Funded event: Transforming Lives: Succeeding Against the Odds. Transitions as a Tool for Change.

The event is to take place on Saturday, 14th May 2016: 9.30-16.00 McCance Lecture Theatre, Richmond Street, Glasgow

To book your place email Caroline Marley caroline.marley@strath.ac.uk

Context
In Scotland there is a policy focus on the early years, particularly as government express concern about the educational achievements of their children, the number of children living in poverty and the long term economic and social consequences of children’s engagement in education. Young children form a rallying point, and few issues are more capable of uniting people across cultural, professional, political, religious and financial divides than those relating to young children (Bernard van Leer, 2011). Starting Strong III (OECD, 2012) emphasises the importance of early years transitions as a focus for professional development. The workforce in Scotland is seen as central to achieving policy ambitions and the current proposal links strongly to a number of recommendations recently outlined in the Independent Review. In policy, research and practice arenas there is recognition of the importance of a positive start to school and policy and practice rhetoric around building effective approaches to transition. It is with this background that we consider Transitions as a Tool for Change.

Aims

Aims for the research, policy and practices events are :

* To look at the opportunities, expectations and aspirations of early educators and families at times of transition
* To understand children’s and young people’s learning journeys, attainment and learning outcomes and the contribution of positive transitions
* To consider children’s entitlements at times of transition
* To analyse early educators beliefs and practices around transitions and the contributions they make to children’s transition experiences
* To interrogate the extent to which early years transitions and later school transitions provide new opportunities for family engagement in education.
* To work with the Early Years Collaborative, particularly on the Transitions & Continuity Theme
* To ensure dissemination and impact

Our speakers will include:
– Professor Iram Siraj “Learners’ life-course trajectories over time” (Professor of Education, Department of Learning & Leadership. UCL Institute of Education University College London).

– Dr Hronn Palmadottir “Communities in play: Young children’s perspectives on relationships, values and roles in their play” (University of Iceland)

Don’t miss out.

Strathclyde