SLIDE 1 Teachers’ professional identity; Professional development and learning & teacher identity
Bart Cris risp Th The Ce Centre for r th the Use se of f Rese search and Evi vidence in in Educatio ion
Pres esen entati tion at t th the e In International Con Congress for Sch chool Effectiv ivenes ess and Im Improvement Con Conferen ence Marrakesh 2020
SLIDE 2
This presentation will…
Describe the research fr from which ich our le learnin ing was drawn Id Identify fy the key fin findings fr from the research ch rela latin ing to im impact on teachers’ professional identities of professional development polic licie ies Explo lore the opportunit ities for developing effect ctiv ive polic licy rela lated to teachers’ continuing professional development and learning which are suggested fr from the research ch fin findings Use the above to prompt a dis iscu cussion about the paralle llels and div ivergence ces wit ithin this is topic ic in in the context xt of f the Glo lobal North and South
SLIDE 3 Introduction
ur researc arch
Research into the key building blocks of teachers’ professional id identities in in seven education systems world ldwide
SLIDE 4 Introduction
ur researc arch
We explored how different countries construct teachers’ professional id identities through the le lens of:
Cla Classroom practic ices Professio ional l le learnin ing and develo lopment Co Colla llaboratio ion and netw tworks Government str tructures e.g. . accountabil ilit ity systems Teacher r voice ice and le leadership ip Wide ider r so socia ial l and cultu ltural l context xts
In In order to cast lig light on how teachers create, access, share and shape professional l kn knowledge
SLIDE 5 Sta Stage ge 1
Research posters for each of the 7 systems, , summarising education polic licie ies & context xt
https://bit.ly/2GnxDbL https://bit.ly/2WFlVyW
SLIDE 6
Sta Stage ge 2 – wh what at ma makes s a di a difference ence wi with thin in co countr untry
We used the wid ider research to structure a survey We used the country ry analyses/posters to context xtualis ise survey questions We worked wit ith teacher professional l bodie ies and associa iations to recruit teachers to surveys We compared surveys and posters and created country hig ighlig ight reports
SLIDE 7 The survey y hig ighl hlights ights from Scotland
re publi lished shed on n the e EI EI web ebsi site, e, and and ma made e nat nation ional al ne news ws in S in Scotlan
SLIDE 8
Drawing preliminary conclusions about policy from the study findings
SLIDE 9 En Enha hancing ncing teache her r qu quality ality vi via CPD CPD
Local ecologies matter hugely But t Teaching is is a profession so so for CPD th there are so some coherent t th themes e.g.
sire for more CPD More CPD not t nece cessarily better. Good dia iagnostic analysis of f system capacity and focu cus on quality CPD matters s more CPD provi vision needs to be match ched to complexity ty of f task sk In Intense reforms can generate sig significant in incr creases s in in sh short t term, , remedial, undif ifferenti tiated C CPD which undermines professional id identi tities Teacher le leadership can be complementary ry e.g.
in Ontario teacher CPDL has, s, if if anyth ything, g, reduced to make way for teacher co-learning and le leadership Lin inks betw tween CPD, acc ccountability and performance revie view are cr crit itical and can enhance or undermine
SLIDE 10
CPDL DL an and d sys ystem m pe performance rmance
SLIDE 11
CPDL DL an and d teac ache her r supp upply ly
This is evid idence suggests that key build ilding blo lock cks for developing teachers’ professional identities and healthy teach cher supply in incl clude:
Good opportunit itie ies/ pathways for r progressio ion th that valu lue teachers and teachin ing not t ju just sc schooli ling & are competit itiv ive Posit sitio ionin ing teachers as s professio ionals ls who want and need to lea learn on a conti tinuous basis is, not t as practit itio ioners whose work rk needs to be corr rrect; and In Investment in in hig igh quali lity CP CPDL
But CPDL becomes a proble lem not a solu lutio ion if if hig igh le levels of f CPDL are set as an entit itle lement – wit ithout the resource, , rin ing fenci cing or capacit city to do it it well ll
SLIDE 12
Workload rkload an and d work rk li life bal balan ance ce
Th The patterns around work rklo load and work rk li life bala lance are div iverse Lower working hours don’t guarantee a posit sitiv ive work rk li life bala lance Posit sitiv ive status and predic ictabil ilit ity/stabil ilit ity lo look to be more im important
SLIDE 13
Work rk li life bal balanc ance e
Perceived posit itive work lif life bala lance lin linked le less wit ith amount of mandated workin ing tim ime than:
Th The status of f th the professio ion, of f teachers and teachin ing Aligning the system’s and the teachers’ professional values
Changes that had lit little le or no im impact arose from:
Form rmal l reductio ions in in tim ime with ithout reducin ing work rklo loads; Or r carvi ving reductio ions out t of f what teachers se see as s fu fundamental
SLIDE 14
Teac acher r val alue ues
Teach chers ranked this is aim ims in in in interesting ways:
Acr cross all ll seven systems, ensuring stu tudent success in in formal examinations was ranked as le least im important Promoting stu tudent in interest and enjoyment in in lif life-long le learning was top, in in Ontario, , Scotland and Chile; ; and Educating stu tudents to be best cit citizens th they can be was top in in Berlin, Sin ingapore and Kenya (a (also lin linked to enjoyment) In In Sweden communicating subject knowledge to stu tudents was th the top priority which flo flowed dir irectly fr from new reforms which focus on communicating knowledge What teachers in in th the oth ther six ix countries were saying was th that th the route to progress was th through engaging wit ith stu tudents in in th the round
SLIDE 15 For referenc ence
Full ll report can be found: :
https: s://ei- ie ie.o .org/en/detail il/16177/teachers%E2%80% 99 99-professional-development-and- conditions-vital-sig igns-for-student-well- bein ing-and-progress ss
SLIDE 16 Tim ime for
a dis iscu cussio ssion
Th The theme of this is conference is is around coll llaboratio ion between the glo lobal l Nort rth and So South th that is is focuse sed on im improvin ing educatio ion quali lity for r all ll What do th the fin findin ings fr from th this is projec ject su suggest to you about ways in in which ich this is kin ind of colla llaboratio ion can be promoted and/or su supported? What are th the proble lems which ich could ld affect usin sing th this is rese search to su support or r promote coll llaboratio ion betw tween th the glo lobal l Nort rth and So South? What questio ions mig ight th this is process uncover about th the system/s you work rk in? in?
SLIDE 17
bart.crisp@curee.co.uk
@CUREE_official www.curee.co.uk Centre for th the Use of f Research and Evid idence in in Education 3 Th The Quadrant Warwick Row Coventry, CV1 2DY
Tel: l: 024 7624 3716
