University of nottingham powerpoint template

University of Nottingham

Transcript: Arguably, the main work of partnership and a a central purpose of the collaboration it involves, is to support the journey of trainee teachers towards qualified teacher status. However, our partners at the University of Derby have been telling us that the process of engaging with ITE impacts on their own learning and development. Student teachers are not the only ones doing the learning. Their school based colleagues also learn and develop as a consequence of working with students. BUT this kind of professional development could be so much more than just a by product of ITE. It could be its central purpose and its core work. HEIs through the medium of ITE could help bring about a culture change Imagine........ .....if university link tutors moved beyond a moderation and quality assurance role, even beyond the role of promoting reflection among student teachers. What if they facilitated research activity within partnership schools with the focus being issues of interest to the partnership? Therafter, what if our partnership developed as an enquiring community that was able to assert itself and the professionalism and professional knowing of its practitioners? Imagine a partnership where student teachers were inducted into a professional community where sustained critical enquiry was a 'bread and butter', necessary and traditional part of its culture? And this brings us to the heart of the matter. ITE and CPD could come together through a model of partnership with HEIs so that EVERYONE learns. Most importantly, the work of the partnership should directly benefit the children within it. A set of workshops and lectures on personalised planning that students seemed to agree with and take on board??? The dangers of a medical model All children have a starting point from which we can build further learning Focus on what the child CAN DO rather than DEFECITS and find CAPACITIES to learn. He has come from another school and we know he has SEN but not what the diagnosis actually is. When you are observing me today you will meet Charlie, this boy, and I need to warn you that he has absolutely no language. He can't do anything independently and has an attitude problem. We do have to wait for the diagnosis before we can work out how to help him and what to do so don't criticise me if you see him misbehaving. The module that students seemed to love and learn from wasn't playing out in school. Attainment Data, Exit surveys and TDA surveys also seemed to demonstrate that students were still leaving their training with relatively low levels of confidence in SEN. This is the case nationally too. ‘if a partnership team of school-based and university based teacher educators agrees that a new practical idea, even a complex idea such as inclusive pedagogy, merits a place in the ITE curriculum, then student teachers will not only be introduced to the relevant practical suggestions (clearly conceptualised and rigorously justified) in the university, but will also have opportunities in the schools to explore their feasibility and to debate its merits of practicality.’ McIntyre, 2009, p.605 An action research project seeking ways to develop ITE for SEN and Inclusion during periods of School Based Training in Partnership Schools. The research process was based on the model of INCLUSIVE ACTION RESEARCH which strives to be: Research about Inclusion Research for Inclusion Research as Inclusion Meaning that it's modus operandii should be participative, collaborative and potentially emancipatory. The group collaborated to draw up a description of; Shared aims Shared definitions Shared aspirations The group also collaborated to design and plan the implementation of specific actions that may develop ITE for SEN and Inclusion within the school. We investigated our project actions with reference to the data we collected 2 critical incidents from the research process My view of the purposes of the poster presentations by participants to other colleagues at the school was different to the participants. I saw it as a learning opportunity and a chance for critical friendship and dialogue. A week after the poster presentations, participants reflected on the experience but they didn't mention learning at all. They were being critical of their own presentations in terms of the extent to which they had 'sold it' and the extent to which they had presented well. Is our profession (ITE included) likely to prioritise perfomativity over learning? End of phase 1: A mentor's comment: For me, this project has been like a chance to get off the hamster wheel for a while and look about me. Seeing the data and talking about it has helped me view myself differently. I am a professional and rather than being not good enough or knowledgeable enough to respond to SENs, I am good enough and I know more than I thought. I am not an amateur and I am not dependant on experts to tell me what I should be doing. I am proud of my commitment to including my children. The

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Nottingham University