TEAN Commendation for effective practice in teacher education
This was our third year of the commendation award. Many thanks to all who sent in entries. We again received some excellent ideas for effective practice. Following the anonymous review process, the winning entry was a joint submission from Fay Lewis, Juliet Edmonds and Laura Fogg-Rogers from the University of the West of England for their innovative way of using engineering as an approach to teaching science in primary schools. The TEAN plaque for effective practice was presented to them by our keynote Professor Kay Livingston on the first day of the conference – many congratulations to them.
The entry from Fay, Juliet and Laura can be accessed here.
TEAN Commendation 2018
The commendation awards will be back for next year, so do consider ‘giving it a go’ for 2019.
Kay Livingston Keynote
The opening keynote address of the conference was given by Professor Kay Livingston from Glasgow University. Kay asked us to think about who are we as teacher educators – what are the challenges that face us and what is our ambition. She reminded us that the type of questions that we ask are being asked by teacher educators across the world and we must be aware that sometimes outsiders looking in see a confused system. The identity of a teacher educator is complex and our voice is often not very loud. The hope of our TEAN conference is that teacher educators will realise what they offer and what they give and be proud of the invaluable service they provide.
Kay Livingston’s PowerPoint presentation is available here:
Biographical notes for Kay Livingston
Kay Livingston is a Professor in Educational Research, Policy and Practice at the School of Education, University of Glasgow. She has worked in teacher education for over 25 years. Over that period she has worked closely with policy-makers, teachers and key educational stakeholders at international, national and local levels to research and develop teacher education. Kay has a particular research interest in understanding teachers’ professional learning needs across their career and how teacher educators support and challenge their professional development. She was a member of the National Partnership Group set up by the Scottish Government to develop proposals in response to the report of a review of teacher education and chaired the National Partnership Group’s Sub-group which developed proposals on teachers’ Career-long Professional Learning. She works with UNESCO, the European Commission and Ministries of Education in a number of European countries to provide advice on teacher education. Kay is currently a member of an International Evaluation Team assessing educational research in Norway and has responsibility for chairing the panel evaluating teacher education.
Alaster Scott Douglas Keynote
For our second keynote address on May 11th, TEAN welcomed Dr Alaster Scott Douglas from the University of Roehampton.
Alaster Scott Douglas’ PowerPoint presentation can be accessed here:
Alaster Scott Douglas PP - Embracing Contradictions
Biographical notes for Alaster Scott Douglas
Alaster Scott Douglas is a Reader in Education and Professional Practice. He worked as a teacher and senior manager in four high schools and led an Expressive Arts faculty before becoming a deputy head teacher in two schools. Having completed an MA in Education (Publishing), and an MSc in Educational Research Methodology, Alaster earned a PhD in teacher education from the University of Oxford. He is a fellow of the Higher Education Academy in the United Kingdom and holds a Teaching Fellowship. His book ‘Student Teachers in School Practice’ was published in 2014 by Palgrave Macmillan. He is also Director of the research group Teaching and Learning in Schools at the University of Roehampton, and an associate member of the Oxford Centre for Sociocultural and Activity Theory Research at the University of Oxford. His research interests include cultural-historical activity theory and developmental work research in general. Current research is focused on universities and schools in the preparation of teachers. Alaster has been the recipient of funded research projects on the differentiated teaching practices in UK and USA classrooms, the relationship between teaching, learning and research and the education and learning of pre-service teachers.
After the keynotes on each day, delegates were treated to a wide range of presentations – a veritable feast of teacher education! Many thanks to all presenters for the time they gave in preparing their presentations to help create a successful conference. If you would like any of the presentation material used, please contact email@example.com to check on its availability.
The Abstract Book from the Conference is available here
Abstract Book 2018
Becoming a Teacher Educator
The two publications from the the workshops are available here:
Becoming a teacher educator: guidelines for induction - Guidelines for Induction
Being a school-based teacher educator: developing pedagogy and identity in facilitating work-based higher education in a professional field - Pete Boyd and Jon Tibke, (2012) Practitioner Research in Higher Education Vol 6 (2), 45 - 57