Symposium: initial teacher education: exploring the experiences of teacher educators working in school-university partnerships

Rawlings Smith, Emma and Wordsworth, Hazel (2024) Symposium: initial teacher education: exploring the experiences of teacher educators working in school-university partnerships. British Educational Research Association Conference 2024, University of Manchester, Manchester, United Kingdom. 09 - 12 Sep 2024.

Abstract

Initial teacher education in Wales has undergone radical changes in the last five years. There are now jointly accountable, collaborative partnerships and a greater emphasis on research informed practices to drive improvement in the sector. This symposium offers insights and reflections from three partnerships drawing on the experiences of both university and school-based teacher educators. It is framed within the wider national context and seeks to offer unique and original perspectives on the partnerships' contributions to the national education reform in Wales.

Abstract 1: Exploring professional learning opportunities for school-based teacher educators in a collaborative Initial Teacher Education partnership
Hazel Wordsworth, Emma Rawlings Smith

The role of the school-based teacher educator has come to the forefront in the new partnerships for ITE and this important role is crucial to improving teacher education programmes across Wales. To effect change learning must be collaborative grounded in social contexts and cultural practices (Lang and Canning, 2010; Opfer and Pedder, 2011). This paper explores professional learning opportunities for school-based teacher educators in one collaborative partnership for ITE in Wales. It examines school-based teacher educator’s perceptions of the research-practice nexus and focuses on evaluating the impact on professional learning of the individuals who have taken on this role. Using a nested case study approach, it draws on the insights and experiences of 19 school-based teacher educators, 13 headteachers of lead schools and 4 regional consortia officers collected through surveys, focus groups and semi-structed interviews. Initial thematic analysis suggests that school-based teacher educators benefit from impactful professional learning and evidence growing academic competence and research capabilities. Participants also report experiencing intrinsic personal rewards which revitalise their professional identity. However, Guillen and Zeichner (2018) recognise that that this kind of genuinely collaborative work is necessarily messy and complicated as a result of the power and knowledge hierarchies. Many practitioners struggle with the duality of being a schoolteacher and a school-based teacher educator and they are simultaneously constrained and enabled by their new roles. This presentation concludes by illuminating the transformative possibility of taking on a school-based teacher educator role and offers recommendations for policy makers, partnerships, and practitioners.

Abstract 2: Making space for critical conversations: Reflections from an Initial Teacher Education (ITE) partnership
Lisa Taylor, Cath Jones

Authentic collaboration and joint accountability are both challenging and rewarding and require ongoing reflection, monitoring, evaluation, and development. This paper surfaces the experiences, strengths, and challenges of an ITE partnership in Wales. The partnership is built on a model of co-construction which includes the co-design of curriculum and professional learning. This new way of working has encouraged us to think about: the implications of education policy and government expectations; our identities; our roles; how we engage with collaborative professional learning and practitioner education; models of mentoring, and the challenges of partnership working. Adams (2023) and Biesta (2006) consider the importance of agency and central to this paper is the discussion about creating a brave space for critical conversations. The methodology for the study is a participatory one using ‘rich pictures’ as a tool to capture different viewpoints and regular dialogue with mentors to share professional learning needs.

This research contributes to the growing literature on partnership evaluation and has provided invaluable insights that will inform improvement planning for the future direction of the ITE partnership under review. This paper explores how we address issues together to develop shared professional learning and the best learning experience for student teachers. It will be of interest to teacher educators, mentors, school leaders and policymakers.

Abstract 3: Promoting pupil participation through partnership working
Russell Grigg, Helen Lewis, , Chloe Taylor

Swansea University Schools’ Partnership vision for ITE is to develop ‘research-informed, reflective practitioners’. Underpinning this vision is a commitment to develop the quality of teaching and learning in our schools. To achieve this, as teacher educators in both university and schools, we recognise the importance of undertaking professional, collaborative enquiries; sharing expertise and seizing opportunities afforded by curriculum reform in Wales. One purpose of the Curriculum for Wales is to develop ambitious, capable learners (Welsh Government, 2022). This paper discusses four ways in which the partnership is working to achieve this purpose. Firstly, by developing pupils’ communication and collaborative skills through their involvement in our recruitment processes. Secondly, by developing pupils’ research literacy skills through their participation in our Young Educational Research Network (YERN). Thirdly, by developing their leadership skills through involvement in our Practice and Theory days, where school and university works collaboratively to promote students’ understanding of themes such as assessment for learning. And finally, we reflect on the extent to which our programme design and delivery prompts young learners to think about what a university is all about, and how this might impact their future aspirations.

References
Adams, P. (2023). Initial Teacher Education Partnership: Bureaucracy, Policy, and Professional Agency. In: Prøitz, T.S., Aasen, P., Wermke, W. (eds) From Education Policy to Education Practice . Policy Implications of Research in Education, vol 15. Springer, Cham.
Biesta, G., & Tedder, M. (2006). How is agency possible? Towards an ecological understanding of agency-as-achievement. Learning Lives: learning, identity, agency in the life course, 44(0), 1–40.
Guillen, L., & Zeichner, K. (2018). A University-Community Partnership in Teacher Education From the Perspectives of Community-Based Teacher Educators. Journal of Teacher Education, 69(2), 140-153. https:doi.org/10.1177/0022487117751133
Lang, I., & Canning, R. (2010). The use of citations in educational research: the instance of the concept of ‘situated learning’. Journal of Further and Higher Education, 34(2), 291-301.
Opfer, V. D., & Pedder, D. (2011). Conceptualizing Teacher Professional Learning. Review of Educational Research, 81(3), 376-407. https:doi.org/10.3102/0034654311413609
Welsh Government (2022). Curriculum for Wales. Available from: http:hwb.gov.wales/curriculum-for-wales

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Author: Emma Rawlings Smith

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