No Cover Image

Conference Paper/Proceeding/Abstract 896 views

Negotiating professional roles and responsibilities during a period of culture change

Jane Waters, Helen Lewis Orcid Logo, Jan Barnes, Kay Livingston

Swansea University Author: Helen Lewis Orcid Logo

Abstract

Within Wales, systems of initial teacher education (ITE) have been under scrutiny (Furlong, 2015). This is tied to the context of systemic change within a national education system concerned to ensure each and every learner grows ‘as a capable, healthy, well-rounded individual who can thrive in the...

Full description

Published: Cardiff, UK BERA: The future of educational research in Wales
Online Access: https://www.bera.ac.uk/wp-content/uploads/2018/08/BERA-poster-JWaters-Shifting-Sands.pdf?noredirect=1
URI: https://cronfa.swan.ac.uk/Record/cronfa50207
first_indexed 2019-05-09T20:01:12Z
last_indexed 2019-06-14T20:49:53Z
id cronfa50207
recordtype SURis
fullrecord <?xml version="1.0"?><rfc1807><datestamp>2019-06-14T12:25:46.1797185</datestamp><bib-version>v2</bib-version><id>50207</id><entry>2019-05-02</entry><title>Negotiating professional roles and responsibilities during a period of culture change</title><swanseaauthors><author><sid>daebf144a10dc3164bff6ec1800d66d3</sid><ORCID>0000-0003-4329-913X</ORCID><firstname>Helen</firstname><surname>Lewis</surname><name>Helen Lewis</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2019-05-02</date><deptcode>SOSS</deptcode><abstract>Within Wales, systems of initial teacher education (ITE) have been under scrutiny (Furlong, 2015). This is tied to the context of systemic change within a national education system concerned to ensure each and every learner grows &#x2018;as a capable, healthy, well-rounded individual who can thrive in the face of unknown future challenges&#x2019; (Donaldson 2015 p5, also European Commission 2015). The implications for teacher educators of such a shift in education focus for learners has been the subject of significant policy reform (Welsh Government 2014, 2017). The role of teacher educator has a number of associated identities, from schoolteacher, teachers of teachers and researchers, and there is evidence that those involved in ITE may lack a coherent professional identity (e.g. European Commission 2013, Livingston 2014). The drive for reform in Wales directly addresses the roles and responsibilities of teacher educators situated in HEIs and in schools (Furlong 2015; see also Barnes and Waters 2018). Within the associated accreditation process for programmes of ITE there is an explicit expectation for &#x2018;partnership working&#x2019; and &#x2018;shared responsibility&#x2019; between university-based and school-based staff (EWC 2017). Accordingly some HEIs in Wales have seen changes to their staffing structures within education units, both within the HEI and within the schools associated with ITE provision. This research seeks to capture the understandings of those involved in ITE in one accredited ITE provider, about the expectations, roles and responsibilities that are inherent in this process of change. It seeks to make visible the processes of change in order to a) guide the support offered to those enacting the changes and b) contribute to the understanding of, and theorising about, systems of professional learning through a period of what might be seen as enforced professional identity change. The project has a sociological underpinning and is in its early stages; a broad overview is set out here.</abstract><type>Conference Paper/Proceeding/Abstract</type><journal/><publisher>BERA: The future of educational research in Wales</publisher><placeOfPublication>Cardiff, UK</placeOfPublication><keywords>teacher educators, professional identity, system change</keywords><publishedDay>0</publishedDay><publishedMonth>0</publishedMonth><publishedYear>0</publishedYear><publishedDate>0001-01-01</publishedDate><doi/><url>https://www.bera.ac.uk/wp-content/uploads/2018/08/BERA-poster-JWaters-Shifting-Sands.pdf?noredirect=1</url><notes/><college>COLLEGE NANME</college><department>Social Sciences School</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>SOSS</DepartmentCode><institution>Swansea University</institution><apcterm/><lastEdited>2019-06-14T12:25:46.1797185</lastEdited><Created>2019-05-02T13:02:01.5321498</Created><path><level id="1">Faculty of Humanities and Social Sciences</level><level id="2">School of Social Sciences - Education and Childhood Studies</level></path><authors><author><firstname>Jane</firstname><surname>Waters</surname><order>1</order></author><author><firstname>Helen</firstname><surname>Lewis</surname><orcid>0000-0003-4329-913X</orcid><order>2</order></author><author><firstname>Jan</firstname><surname>Barnes</surname><order>3</order></author><author><firstname>Kay</firstname><surname>Livingston</surname><order>4</order></author></authors><documents/><OutputDurs/></rfc1807>
spelling 2019-06-14T12:25:46.1797185 v2 50207 2019-05-02 Negotiating professional roles and responsibilities during a period of culture change daebf144a10dc3164bff6ec1800d66d3 0000-0003-4329-913X Helen Lewis Helen Lewis true false 2019-05-02 SOSS Within Wales, systems of initial teacher education (ITE) have been under scrutiny (Furlong, 2015). This is tied to the context of systemic change within a national education system concerned to ensure each and every learner grows ‘as a capable, healthy, well-rounded individual who can thrive in the face of unknown future challenges’ (Donaldson 2015 p5, also European Commission 2015). The implications for teacher educators of such a shift in education focus for learners has been the subject of significant policy reform (Welsh Government 2014, 2017). The role of teacher educator has a number of associated identities, from schoolteacher, teachers of teachers and researchers, and there is evidence that those involved in ITE may lack a coherent professional identity (e.g. European Commission 2013, Livingston 2014). The drive for reform in Wales directly addresses the roles and responsibilities of teacher educators situated in HEIs and in schools (Furlong 2015; see also Barnes and Waters 2018). Within the associated accreditation process for programmes of ITE there is an explicit expectation for ‘partnership working’ and ‘shared responsibility’ between university-based and school-based staff (EWC 2017). Accordingly some HEIs in Wales have seen changes to their staffing structures within education units, both within the HEI and within the schools associated with ITE provision. This research seeks to capture the understandings of those involved in ITE in one accredited ITE provider, about the expectations, roles and responsibilities that are inherent in this process of change. It seeks to make visible the processes of change in order to a) guide the support offered to those enacting the changes and b) contribute to the understanding of, and theorising about, systems of professional learning through a period of what might be seen as enforced professional identity change. The project has a sociological underpinning and is in its early stages; a broad overview is set out here. Conference Paper/Proceeding/Abstract BERA: The future of educational research in Wales Cardiff, UK teacher educators, professional identity, system change 0 0 0 0001-01-01 https://www.bera.ac.uk/wp-content/uploads/2018/08/BERA-poster-JWaters-Shifting-Sands.pdf?noredirect=1 COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University 2019-06-14T12:25:46.1797185 2019-05-02T13:02:01.5321498 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Jane Waters 1 Helen Lewis 0000-0003-4329-913X 2 Jan Barnes 3 Kay Livingston 4
title Negotiating professional roles and responsibilities during a period of culture change
spellingShingle Negotiating professional roles and responsibilities during a period of culture change
Helen Lewis
title_short Negotiating professional roles and responsibilities during a period of culture change
title_full Negotiating professional roles and responsibilities during a period of culture change
title_fullStr Negotiating professional roles and responsibilities during a period of culture change
title_full_unstemmed Negotiating professional roles and responsibilities during a period of culture change
title_sort Negotiating professional roles and responsibilities during a period of culture change
author_id_str_mv daebf144a10dc3164bff6ec1800d66d3
author_id_fullname_str_mv daebf144a10dc3164bff6ec1800d66d3_***_Helen Lewis
author Helen Lewis
author2 Jane Waters
Helen Lewis
Jan Barnes
Kay Livingston
format Conference Paper/Proceeding/Abstract
institution Swansea University
publisher BERA: The future of educational research in Wales
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
url https://www.bera.ac.uk/wp-content/uploads/2018/08/BERA-poster-JWaters-Shifting-Sands.pdf?noredirect=1
document_store_str 0
active_str 0
description Within Wales, systems of initial teacher education (ITE) have been under scrutiny (Furlong, 2015). This is tied to the context of systemic change within a national education system concerned to ensure each and every learner grows ‘as a capable, healthy, well-rounded individual who can thrive in the face of unknown future challenges’ (Donaldson 2015 p5, also European Commission 2015). The implications for teacher educators of such a shift in education focus for learners has been the subject of significant policy reform (Welsh Government 2014, 2017). The role of teacher educator has a number of associated identities, from schoolteacher, teachers of teachers and researchers, and there is evidence that those involved in ITE may lack a coherent professional identity (e.g. European Commission 2013, Livingston 2014). The drive for reform in Wales directly addresses the roles and responsibilities of teacher educators situated in HEIs and in schools (Furlong 2015; see also Barnes and Waters 2018). Within the associated accreditation process for programmes of ITE there is an explicit expectation for ‘partnership working’ and ‘shared responsibility’ between university-based and school-based staff (EWC 2017). Accordingly some HEIs in Wales have seen changes to their staffing structures within education units, both within the HEI and within the schools associated with ITE provision. This research seeks to capture the understandings of those involved in ITE in one accredited ITE provider, about the expectations, roles and responsibilities that are inherent in this process of change. It seeks to make visible the processes of change in order to a) guide the support offered to those enacting the changes and b) contribute to the understanding of, and theorising about, systems of professional learning through a period of what might be seen as enforced professional identity change. The project has a sociological underpinning and is in its early stages; a broad overview is set out here.
published_date 0001-01-01T13:50:35Z
_version_ 1821413668889296896
score 11.247077

Similar Items