10 SES 10 A, Non-traditional Approaches to Teacher Education: Dance, Narrative and Disruptive Pedagogical Approaches
The term ‘professional socialisation” refers to “the process by which a person acquires the knowledge, skills, and sense of occupational identity that are characteristic of a member of that profession’ (Cohen, 1981, p. 14). More recently, Evans (2002, 2008, 2011), by drawing upon the work of Hoyle (1975) suggests that professionalism and professionality constitute the main elements of teachers’ professional lives. The former is status-related whereas the latter Evans defines as ‘an ideologically-, attitudinally-, intellectually- and epistemologically-based stance on the part of an individual, in relation to the practice of the profession to which s/he belongs, and which influences his/her professional practice’ (2002, p. 130). Personal experiences as a pupil may influence the perceptions of a trainee teacher with regard to their role and identity (Lortie, 1975; Goodson, 2003). The process itself is continuous, multifaceted and extends beyond the context of initial teacher education (ITE) (Blandford, 2001). However, it is also recognised that ITE may be influential in ‘determining the kinds and relative stability or instability of professional identities which teachers develop in the early years of teaching and thus the kinds of teachers they become and their effectiveness’ (Flores and Day, 2006, p. 219).
As the literature review from Cornelissen and Wyk (2007) clearly shows, higher education programmes and their associated environment have been placed at the centre of this process by many scholars. Briefly, by attending university the novice acquires the specialised knowledge and the skills upon which their professional authority rests and embraces the norms and values of the profession.
Crucial to the process are role models in the form of professionals teaching the students and/or peers who have developed a higher level of professional identity, for example, as a result of relevant work experience (Adams et al, 2006). The importance of attending lessons to acquire skills and knowledge is usually emphasised where misconduct can put human life in serious danger. This is for example the case of teachers, nurses and social workers programmes (Macfarlane, 2013).
At present, full-time undergraduate courses requiring the physical presence of the student on campus still comprise a substantial part of a university’s offer. For students undertaking programmes which lead to a qualified status such as that of a teacher, attendance is often viewed as a necessary part of the process of professional. For these reasons, it is important to examine the factors which may influence the attendance of student teachers on an undergraduate taught programme and the role a university programme and its environment play in this process.
The first part of this research will therefore seek to examine the following;
- To what extent do students value the taught programme
- What reasons do they give for non-attendance?
- To what extent do students consider online availability of a taught course to be influential on their attendance?
- What factors, if in place, would encourage them to attend?
- In terms of the content
- In terms of their professional socialisation
A literature review on the factors inhibiting and fostering attendance on campus was conducted. Given the financial and time constraints, only Education Research Complete (EBSCO) database was used. For the same reasons, only articles published from 2005 were included in the review. A total of 804 articles were found, which were reduced to 94.
Adams, K., Hean, S., Sturgis, P. and Clark, J.M. (2006). Investigating the factors influencing professional identity of first‐year health and social care students. Learning in Health and Social Care, 5(2), pp.55-68. Blandford, S. (2001). Professional development in schools. In T. Banks and A. Shelton Mayes, (Eds.) Early professional Development for Teachers (pp. 12-19), London: David Fulton Publishers. British Educational Research Association (2011). Ethical Guidelines for Educational Research. Retrieved from http://www.bbk.ac.uk/sshp/research/sshp-ethics-committee-and-procedures/BERA-Ethical-Guidelines-2011.pdf last accessed 14th January 2016 Cohen, H.A. (1981). The Nurse’s Quest for A Professional Identity. Menlo Park, CA: Addison-Wesley Cornelissen, J. J., & van Wyk, A. S. (2007). Professional socialisation: an influence on professional development and role definition. South African Journal of Higher Education, 21(7), 826–841. Evans, L., (2002). What is teacher development?. Oxford review of education, 28(1), pp.123-137. Evans, L., (2008). Professionalism, professionality and the development of education professionals. British journal of educational studies, 56(1), pp.20-38. Evans, L., (2011). The ‘shape’of teacher professionalism in England: Professional standards, performance management, professional development and the changes proposed in the 2010 White Paper. British educational research journal, 37(5), pp.851-870. Flores, M.A. and Day, C., (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and teacher education, 22(2), pp.219-232. Goodson, I. (2003). Professional knowledge, professional lives. Maidenhead, UK: McGraw-Hill Education. Hoyle, E. (1975). Professionality, professionalism and control in teaching. In V. Houghton et al. (Eds) Management in Education: the Management of Organisations and Individuals, (pp 314-320) London: Ward Lock Educational in association with Open University Press. Lortie, D.C., (1975). School teacher: A sociological inquiry. Chicago: University of Chicago Press. Macfarlane, B. (2013). The Surveillance of Learning: A Critical Analysis of University Attendance Policies. Higher Education Quarterly, 67(4), 358–373.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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