Conference Paper/Proceeding/Abstract 413 views
Negotiating professional roles and responsibilities during a period of culture change
Swansea University Author: Helen Lewis
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...
BERA: The future of educational research in Wales
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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.
teacher educators, professional identity, system change
College of Arts and Humanities