The Masters in Teaching and Learning: a revolution in teacher education or a bright light quickly extinguished?

Burton, Diana; Goodman, Ruth

doi:10.1080/02607476.2011.538271

Cited by 20 publications

(8 citation statements)

References 7 publications

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“…Kershner et al At the time of writing in 2011, however, the position in England is not secure with regard to the requirements and support for teachers' individual and collective Masters study. Specific initiatives in England like the school-based Masters in Teaching and Learning have been significantly affected by policy changes in education and financial constraints under the government that came to power in 2010 (Burton & Goodman, 2011). Professional learning can be fundamentally stifled when external requirements for assessment, curriculum and pedagogy set limits on innovatory practice at school level (Alexander, 2010).…”

mentioning

confidence: 99%

Professional learning during a schools–university partnership Master of Education course: teachers’ perspectives of their learning experiences

Kershner

Pedder

Doddington

2013

Teachers and Teaching

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An extensive body of research has indicated the benefits of collaborative, contextualised and enquiry-based learning for teachers' professional development and school improvement. Yet professional learning is also known to be constrained by a number of factors, including the organisational limitations of schools, conflicting cultural practices and wider political demands. Schoolsuniversity partnerships have been developed to overcome some of these difficulties by transcending particular school contexts and offering alternative theoretical and practical perspectives. The complex combination of motivations, backgrounds and working contexts in such partnership work calls for attention to the individual and collective learning experiences of those involved, including the ways in which school and university contexts are, or could be, effectively bridged. This paper focuses on understanding the learning experienced by a cohort of teachers and school leaders involved in a two-year schools-university partnership Master of Education (M.Ed.) course in England. A mixed group of 15 experienced primary and secondary teachers and school leaders reflected on their learning at five points of time during and shortly after completing their M.Ed. course. Qualitative analysis of the group's interview responses and reflective writing led to the identification of six related aspects of personal and professional learning experience: being a learner; learning as part of professional practice; widening repertoire; changing as a learner; personal growth; and critically adaptive practice. The identification and visual representation of these aspects of experience emerging within the group offers useful insight into teachers' perspectives on learning in school and university contexts and their experiences of progression over time. We conclude that more explicit and central attention to the professional and personal learning elements of schools-university partnerships can help to resolve some of the binary 'theory-practice' tensions that have been extensively discussed in relation to partnership programmes and teacher professional development. There is a need to acknowledge variation in teachers' learning experiences within schools-university partnerships, bearing in mind the ongoing nature of this reflective process with each new group of school and university colleagues. Analysis of participants' learning experiences in school and university contexts also draws attention to the wider structures, values and cultures that influence, and are influenced by, schools-university partnership work.

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confidence: 99%

Professional learning during a schools–university partnership Master of Education course: teachers’ perspectives of their learning experiences

Kershner

Pedder

Doddington

2013

Teachers and Teaching

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“…In the United Kingdom, initial teacher education is shifting under the Tory and Liberal Democrat coalition. There is a move "back to the chalkface" for the training of secondary teachers (Burton & Goodman, 2011). The mixed results schemes such as these have garnered notwithstanding (Carter, Amrein-Beardsley, & Cooper Hansen, 2011), these alternative approaches have gained currency in the United Kingdom (Teach First, Teach Now), the United States (TFA) and Australia (Teach for Australia).…”

Section: The International Contextmentioning

confidence: 99%

Developing Communities of Praxis: Bridging the theory practice divide in teacher education

Anderson

Freebody

2013

mje

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Teacher education in universities is under pressure. In many new education policies there is a renewed focus on teacher quality, and therefore quality initial teacher education. In some countries this renewed focus has led to a resurgence of “alternative approaches” to teacher education such as Teach for America / Australia. One of the most persistent complaints about pre-service teacher education is that educational theory presented in these programs does not relate sufficiently to the real work of teachers. In an attempt to overcome these real or perceived divides, tertiary drama educators at the University of Sydney constructed a professional experience program based on both the community of practice model (Lave and Wenger, 1991) and Frierean notions of praxis (1972). The community of praxis approach emphasises the importance of integrating theory and practice to support the development of beginning teachers. This article outlines the development, implementation, and evaluation of this approach, including the reasoning behind its foundation and the theoretical and practical significance of such an approach for teacher-educators.La formation des enseignants au sein des universités est soumise à des pressions constantes. En effet, plusieurs nouvelles politiques éducationnelles réaffirment l’importance d’avoir des enseignants compétents et donc, une formation initiale des enseignants de qualité. Dans certains pays, le renouvellement de cet objectif a provoqué la réapparition « d’approches parallèles », telles que Teach for America / Australia, approches offrant une alternative à la formation des enseignants. Une des plaintes les plus tenaces à l’égard de leur formation est que les théories exposées au sein de ces programmes ne reflètent pas adéquatement la réalité professionnelle des enseignants. Afin de pallier à ce fossé réel ou perçu, des professeurs d’art dramatique en enseignement supérieur de l’Université de Sydney ont mis sur pied un programme d’expérience professionnelle en s’inspirant à la fois du modèle de la communauté de pratique (Lave et Wenger, 1991) et des notions de praxis de Friere (1972). L’approche de la communauté de pratique met l’accent sur l’importance d’intégrer la théorie et la pratique pour soutenir la formation des nouveaux enseignants. Cet article décrit le développement de la mise sur pied ainsi que l’évaluation de cette approche. Il explique également le raisonnement qui sous-tend sa création et la signification théorique et pratique d’une telle approche pour ceux qui forment les enseignants

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“…This paper considers the notion of ÔcriticalityÕ in relation to the Masters in Teaching and Learning (MTL), the Teacher Development Agency (TDA) funded Masters programme for school teachers in England. The genesis, introduction and explication of the MTL have been presented elsewhere (BBC 2009;Burn et al 2010;McAteer et al 2010), including within this journal (Burton and Goodman 2011). It is not our intention to reiterate all of the contextual information again here.…”

Section: Introductionmentioning

confidence: 96%

“…Certain issues have already been highlighted and commented upon in relation to the MTL. Burton and Goodman have raised key issues, including the incongruity of only allowing for 30 masters-level (M-Level) credits to be transferred in when many PGCE M-Level courses award 60 credits; the cost, roughly five times the cost of other CPD courses; the paradox between the Ôemphases on standardisation and personalisationÕ (p.55) and the fact that there is no dissertation element to the degree (Burton and Goodman 2011). Of course, now that we know that the funding for the MTL is to cease, much of the debate around the MTL rings hollow.…”

Section: Introductionmentioning

confidence: 99%

Criticality and the practice-based MA: an argument drawn from teaching on the Masters in Teaching and Learning (MTL)

Goddard

Payne

2012

Journal of Education for Teaching

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The Masters in Teaching and Learning: a revolution in teacher education or a bright light quickly extinguished?

Cited by 20 publications

References 7 publications

Professional learning during a schools–university partnership Master of Education course: teachers’ perspectives of their learning experiences

Professional learning during a schools–university partnership Master of Education course: teachers’ perspectives of their learning experiences

Developing Communities of Praxis: Bridging the theory practice divide in teacher education

Criticality and the practice-based MA: an argument drawn from teaching on the Masters in Teaching and Learning (MTL)

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