RTEN seminars

Abstract

Second career teachers (SCTs) are professionals who decided to leave a prior occupation to become teachers. These past years, policymakers and scholars are becoming increasingly interested in this teacher population mainly because they are seen as a solution to tackle the teacher shortage. Consequently, policies have been implemented to attract and recruit SCTs, leading to an increase in this teacher population. While governments are very capable of attracting and recruiting them into the teaching profession, they are however generally less effective at retaining them. Research evidence shows that SCTs suffer from a high attrition rate. In French-speaking Belgium, half (49.6%) of the second career teachers who have entered the profession in 2014-2015 left before 2019-2020. As a comparison, this proportion drops to 30.9% for first career teachers. This highlights a contradictory situation. On the one hand, there is a growing proportion of SCT new entrants in the teaching profession that is expected to fill the teacher shortage. On the other, these particular teachers suffer from a critical attrition rate, massively leaving the teaching profession during the first years.

“Pouring more water into the bucket will not do any good if we do not patch the holes first” (Ingersoll, 2003, p.32). So, how could we patch the holes?...

There is widespread agreement among scholars that induction is a key element regarding teacher retention. While teacher induction research provides many recommendations to tackle teacher attrition, the vast majority of this research domain is dedicated to first career teachers. As such, there is a dearth of research about second career teacher induction. Based on these observations, my doctoral research aims to disentangle the induction process of SCTs in technical and vocational education and training schools.

During this presentation, I will focus on two central studies that are part of my doctoral project. The two studies focus on the social dimension of the SCTs’ induction process. In the first study, I bring together insights from the domains of teacher induction and organization studies to analyze the SCTs’ induction process by emphasizing the social dimension of this process, through a mixed-method social network approach. Results of this study are based on whole school network visualizations, quantitative social network analysis, and interviews with novice SCTs. In the second study, I pursue a twofold ambition. Firstly, I try to give new insights on the importance of professional interactions for SCT induction and development. Secondly, I present a transparent and replicable methodological routine and statistical procedure that control for the inherent structural dependence of networks to assess the link between social network data and individual outcomes. The results of this study are based on quantitative social network analysis. 

Together, these two studies advocate the strengthening of professional networks in TVET schools and more opportunities for novice SCTs to become part of the social fabric of the school.

Biography

Thibault Coppe is a Ph.D. student in Educational Sciences (FNRS/FRESH grant) at the University of Louvain in French-speaking Belgium. He works on the work socialization process of novice second career teachers in technical and vocational education and training schools. His methodological approaches are both qualitative and quantitative with a specific interest in social network analysis. His theoretical interests include social capital theory, social network theory, and teachers' professional development.

He is a member of several collaborative groups bringing together researchers (EARLI EFG mixed-method SNA / The Networking Coffee Club), or researchers and practitioners (GREFFE) in collaborative dynamics.

Before starting his Ph.D., Thibault Coppe was a mathematics teacher in secondary education. He tries to make his research meaningful for practitioners and policymakers connected to the domain of teachers' careers. As such, last year, he won two awards that reward the societal impact of young researchers' work (governmental awards).

For questions about this event, please contact Grace Kong at creid-education@ed.ac.uk

Organisers

• CREID
• RTEN (Research-led Teacher Education Network)

Speaker 

Dr Nataša Pantić is a Senior Lecturer at the University of Edinburgh, School of Education. Her recent research has focused on teachers acting as agents of change in contexts of diversity, educational inequalities, citizenship and migration. She has published extensively in a number of international journals.

The event is hosted jointly by:

• Teacher Education, Curriculum and Pedagogy Hub
• Social Justice and Inclusion Hub
• Research-led Teacher Education Network (RTEN)

at Moray House School of Education and Sport, University of Edinburgh.

Abstract

“The Future of Teaching as Collaborative Profession” (2021) is the Report for the ILO/UNESCO Committee of Experts on the Application of the Recommendations on Teachers (CEART), produced by Natasa Pantic, William Smith and Anna Persson from the University of Edinburgh, Moray House School of Education and Sport.

The report considers what can be learned from teachers’ responses to the disruptions caused by Covid that is relevant for re-thinking the future of teaching profession in contexts of increasing uncertainty and diversity in education. Under Covid, educators globally have demonstrated a great deal of ingenuity in supporting students’ learning as well as wellbeing, especially for those at higher risks of various forms of exclusion and disadvantage. Collaboration within professional communities and a wide range of stakeholders have been critical when professional judgments and decisions had to be made rapidly, often without the usual guidance and consultation processes. The report considers what these ‘gut reactions’ can teach us about teachers’ roles in creating and sustaining inclusive learning communities, virtual or real, that are essential in times of crises as well as for making progress towards the transformative agendas such as Sustainable Development Goal 4 of providing more equitable and inclusive education for all.

Inclusive learning and teaching communities have and will continue to become increasingly important as the institutional boundaries of learning become more fluid, whether due to temporary physical building closures, widening inequalities, increasing diversity of student population, or technological change. School closures around the world have reminded us that people (teachers, students and their families, and additional stakeholders in the surrounding community), rather than physical buildings make up the school and learning communities. Consistent with the humanistic values that underlie the ILO/UNESCO recommendations for teachers, the report considers their vital role in building communities that create opportunities for participation, learning and wellbeing of all their members and for building resilient education systems.

The report is organised around three questions:

1. What is the role of teachers in developing inclusive school communities that support the learning and wellbeing of all its members?
2. What kind of teacher education and professional learning is required for collaborative working and supporting inclusive communities linked to research and society?
3. What policies are needed to enhance the roles and responsibilities of teachers as system thinkers and agents of both change and continuity?

The report also illustrates the possible actions by teachers, teacher educators and those who support teachers at different levels, with examples from different countries.

Contact Jonathan Hancock for enquiry

Speakers

Dianne Cantali, University of Dundee

Prof Lani Florian, University of Edinburgh

Dr Archie Graham, University of Aberdeen

Abstract 

Following the development of the National Framework for Inclusion (STEC, 2009 and updated 2014), the Scottish Universities Inclusion Group have been working to articulate and deliver consistent approaches to the promotion of inclusive pedagogy across initial teacher education courses in Scotland.  A collaborative research project, supported by the Scottish Council of Deans, took place in the academic session 2018/19 to identify and map inclusive pedagogy across Scotland’s universities initial teacher education programmes.

We used The Council of Europe’s ‘Tool to Upgrade Teacher Education Practices for Inclusive Education’ (Hollenweger, Pantic and Florian, 2015) to map inclusive teacher education practice and to identify and record how the principled approaches of the Framework for Inclusion are evident in initial teacher education across Scotland.  The tool uses an activity model that can be applied to examine the activities that are taking place on our courses, and the intended outcomes.  

Mapping using the tool has taken place with qualitative data being collected through audits of programme materials, and some institutions also carried out interviews and surveys with lecturers and students.  The findings suggest that while there are some instances where inclusive pedagogy and inclusive education are taught explicitly; for much of the initial teacher education courses, inclusive pedagogy is implicitly present and underpins much of the teaching, learning and assessment which takes place both in university-based learning and placement-based learning. 

Conclusions and findings, which will support the further development of initial teacher education courses in Scotland, will be discussed.

References

Hollenweger, J., Pantic, N. & Florian, L. (2015). Tool to Upgrade Teacher Education Practices for Inclusive Education. Strasbourg: Council of Europe. Retrieved from the Council of Europe's website.

Scottish Teacher Education Committee (STEC). (2014). National Framework for Inclusion Revised. Retrieved from frameworkforinclusion.org

Speaker

Kerry Rose, University of Alberta

About the talk

Working in educational contexts means navigating institutional and cultural rules and norms. As teachers or researchers aim to become ‘agents of change’ in educational systems, there is a need to manoeuvre through the unique contextual affordances and constraints encountered, and this is often made possible through the development of relationships with those who set boundaries in these systems and/or challenge them. Using an auto-ethnographic account with Activity Theory as a scaffolding lens, this novice researcher describes how she has worked in several educational contexts to encourage the emergence of teacher agency. These contexts include Canadian K-12 school systems, international educational projects, and academic environments.  As a vehicle for breaking through institutional inertia, the process of giving teachers space to find their voice, and encouraging them to use it, has shown promise as a path that might enable larger-scale educational change. 

Speaker

Suqiong Zheng, Moray House School of Education and Sport

Working title

Individual and Collective Teacher Agencies in Chinese and Scottish  Educational Contexts in an Era of COVID-19

Description

This research investigates how Chinese and Scottish contexts shape teachers’ individual and collective agencies in two online teacher communities. The interaction between the context and teacher agency can be studied from the aspects of understanding self and relating to others by referring to theories on teacher agency and professional communities. Especially in an era of school closures during pandemic, it is meaningful to collectively seek solutions and create new learning environments to sustain students' learning at home.

Speaker

Islean Gibson (teacher/early researcher)

Details

This presentation will be given by Islean Gibson, Head Teacher of Kinloch Rannoch Primary. They are leading the way in learner led research, utilising action research approaches to support learners to identify improvements they would like to make and implement their ideas with a strong evidence based approach. Learners are looking everything their school has to offer and leading the way in designing initiatives based around an action learning model to make real and lasting change that they have full ownership of.

Their biggest success is in creating and implementing an initiative to support everyone’s emotional health and wellbeing by bringing dogs (our famous Kool K-9s) in to the class, with a specific focus to help learners build their self-efficacy. Come along and find out just why when learners led research, the most amazing transformations can occur! (And meet Twizzle too!).

There will be opportunities for questions and informal discussion.

Speakers 

Peter McNaughton

Juliet Hancock

Joanna Findlay

Fiona Smyth

Lorna Willows

Details 

This webinar will focus on high quality learning and teaching. Since the focus of this weminar is on early years and Primary education, the session is thus aimed at everyone who works in these settings, including early years practitioners, primary teachers and leaders in early years and Primary.  

Speaker

Dr Diana Murdoch

Details

This presentation will look at the processes involved in approaching and undertaking a  scoping literature review. Examples will be drawn from a large review currently being undertaken here in Moray House School of Education and Sport, which will give an indication of some of the issues, challenges and decisions at different stages of the process. There will be opportunities for questions and informal discussion.

Speakers

Barbara Middleton

Dr Gale Macleod

This event offers:

• The opportunity to learn more about the Scottish Book Trust ‘Read, Write, Count’ Primary 3 book gifting bag

• Help with understanding the national standards underpinning a family learning approach to parental engagement

• Practical ideas for working with families and access to video materials to support this work

• Links to suggestions for programmes of work with families based on the Read Write Count resources, and

• The opportunity to discuss ideas with other practitioners

Intended audience

• Anyone working with children and their families who receive the Scottish Book Trust resources (particularly those in Primary 3)

• Anyone responsible for the distribution of and promoting engagement with the Read, Write. Count Resources

Speakers 

Dr Helen Packwood

Prof Mirja Tarnanen

Eveliina Manninen

Prof Nihad Bunar

Abstract, slides and recording 

Speaker 

Linsha Zhou

Details

Subject teachers’ creativity development is under studied compared to the attention to young learners’ creativity in learning and growth. This study proposes an inclusive framework of Narrative Identity Network (NIN) to explore subject teachers’ professional development and engagement with creativity during initial teacher education (ITE). A case of one-year ITE programme was selected in Scotland. Findings in this paper focus on how English and Maths student teachers (re)constructed their teacher identity, perceptions and practices of creativity. A Six-fold Model of Teacher Creativity is developed for follow-up study in teacher identity and creativity.

Speaker

Future of Education Consultation

Details

In partenership with Comparative Education and International development group, three separate consultations will explore themes identified in UNESCO’s Future of Education Project: Theme 3 – Teaching Profession and Teacher Collaboration (consultation from 12:00-12:45); Theme 4 – Student, Youth, and Child Participation (consultation from 13:00-13:45); Theme 9 – Global Inequalities (consultation from 14:00-14:45). You are invited to join one or multiple consultations. Tickets are limited. For more information and to register BY August 24 2020.

More information about 

Speakers

Tracy Burns, Nataša Pantić, Barbara Dzieciatko, Daisy Abbott

Details

This full-day, free seminar will help participants consider global perspectives while also co-designing a new, practical Toolkit that can best respond to the needs of local schools and teachers. This event brings together practitioners, academics and policymakers to design a research-informed Toolkit that responds directly to the needs of schools.

One of our RTEN keynote speakers Tracy Burns will also be presenting. It’s a full day event but you can also attend selected sessions.

Click HERE for more information

Speakers 

Aileen Kennedy and Nicola Carse

Details

Measuring Quality in Initial Teacher Education (MQuITE) is a six-year collaborative study (2017 - 2022), funded by Scottish Government and supported by the General Teaching Council for Scotland (GTCS) and the Scottish Council of Deans of Education (SCDE). It involves partners from all 11 universities in Scotland currently providing ITE. The overall aim of the project is to develop a framework for assessing ITE quality and to test it out with a five-year cohort study, with a view to identifying features of high-quality and context-appropriate ITE. This talk will present highlights from the study to-date, demonstrating the interconnectedness of ITE in Scotland with often surprising levels of similarity across different programme types and university contexts. It will present and discuss key concerns of various stakeholders as they relate to teacher quality, retention, selection, assessment, and progression to leadership roles. Findings so far also reveal that some of the previously taken-for-granted ideas leading to public criticism of ITE can be challenged by the MQuITE data, such as levels of preparedness in teaching numeracy or familiarity with the new(ish!) curriculum. We will conclude the talk by sharing our future plans as we move into the second half of the project.

Speaker

Tanya Lubicz-Nawrocka

Details

In this RTEN session, I will give a brief overview of my PhD research and then receive questions from the audience that, ideally, will prepare me for my forthcoming oral defence. We can then conclude with a short feedback session. Further details about my thesis and publications are below.

In the last ten years, discussion of curriculum co-creation and student/staff partnerships in learning and teaching have become increasingly prevalent in facilitating high levels of both student and staff engagement. My study seeks to provide a deeper understanding of what curriculum co-creation means in practice at Scottish universities, and how this approach affects students, staff, and their higher education institutions. I focus on how undergraduate students and staff at Scottish universities conceptualise co-creation of the curriculum, and how these conceptualisations relate to their aims for students within higher education. I draw on a wide range of interdisciplinary literature and integrate different qualitative methodologies into my multi-phase, qualitative study. Drawing on aspects of a constructivist grounded theory approach, I analysed cross-cutting themes which emerged. My findings focus on participants’ aims for higher education, conceptualisations of student engagement and curriculum co-creation, and the benefits and challenges of these practices.

• 13 Nov 2019 – Teacher agency and inclusion: Workshop for head teachers for China

  • Speakers: Dr Nataša Pantić and Suqiong Zhang, University of Edinburgh's MHSES
• 10 Oct 2019 – Translanguaging in Daighi (Taiwanese mother tongue) primary education
  • Speaker: Annie Yang, University of Edinburgh's MHSES
• 23 Sept 2019 – Measuring quality in teacher education: Complexity and finding future research directions
  • Speaker: Professor Diane Mayer, University of Oxford
• 12 Mar 2019  – How Ideas Spread: The role of instructional coach teams in district reform
  • Speaker: Dr Sarah Galey, University of Edinburgh's MHSE
• 18 Deb 2019 – RTEN Special Workshop for Festival of Learning 2019: Research-led teaching at Moray House
• 12 Feb 2019 – Cumulative knowledge building for inclusive education in Initial Teacher Education
  • Speaker: Associate Professor Elizabeth Walton, University of Nottingham
• 30 Jan 2019 – What can learning analytics do for us?
  • Speaker: Tsai Yi-Shan, University of Edinburgh's MHSE
• 15 Jan 2019 – Shared Learning Spaces Project
  • Speaker: Professor Do Coyle, University of Edinburgh's MHSE
• 4 Dec 2018 – Professional Learning Opportunities for Schools and Teachers  Professional Learning
  • Speakers: Juliet Hancock and Tanya Lubicz-Nawrocka, University of Edinburgh's MHSE
• 7 Nov 2018 – Peer Support for REF: Providing peer feedback on papers in progress against REF criteria
  • Speaker: Dr Gillean McCluskey, University of Edinburgh's MHSE
• 24 Oct 2018 – Mapping Inclusive Practice in our TE Programmes
  • Speaker: Lynne Pratt, University of Edinburgh's MHSE
• 25 Sept 2018 – Inclusive Education in Germany: Theory and Practice
  • Professor Andrea Óhidy, University of Education Freiburg
• 1st Nov 2017 – Bringing the 18th Century to Castlebrae: Raising Attainment through Outreach
  • Speaker: Dr Adam Budd, University of Edinburgh's MHSE
• 25 May 2017 – Responsibilities of all across learning - An investigation of student teachers' perceptions
  • Speaker: Louise Campbell, University of Edinburgh's MHSE
• 24 Apr 2017 – Researching Student-teacher Classroom Interactions
  • Speaker: Dr Seongsook Choi, University of Edinburgh's MHSE
• 27 Mar 2017 – Pedagogical Listening: The role of teacher listening in understanding and supporting students' verbalized struggles during whole class mathematical discussions
  • Speaker: Dr Andrea English, University of Edinburgh's MHSE
• 23 Mar 2017 – Professionalism for the 21st Century: The Place Model
  • Speaker: Professor Linda Clarke, Ulster University
• 27 Feb 2017 – Research Strategy for Teacher Education - Focus on the new MSc
  • Speaker: Dr Aileen Kennedy, University of Edinburgh's MHSE
• 30 Jan 2017 – Collaborations in Teacher Education research - Examples of projects with Monash University​
  • Speakers: Dr Yvonne Foley, Dr Holly Linklater, Dr Natasa Pantic, University of Edinburgh's MHSE