Two initial teacher educators - two different stories?

This paper arose out of a Primary Education Department day at Canterbury Christ Church University that focused on reflective practice regarding revalidation of an undergraduate programme of Initial Teacher Education (ITE). Individually, we were asked, as an experienced and a less experienced member of the faculty to consider our experiences of teaching in Initial Teacher Education (ITE). The purpose was to promote reflection and discussion amongst other members of the department as a vehicle for discussion leading to curriculum development of the programme.

The paper draws on the power of the narrative, which requires individuals to reflect on aspects of their lives. This paper shares our stories. We present an examination of the ways that we see our experiences and how they were for us. One story focuses on the experiences of transition from school to University whilst the other explores perceptions through aspects of life story. Aspects of good practice in ITE are reflected upon based on this experience as a long serving member of the Faculty of Education.


Research questions/focus of the enquiry:
• What do we know about the experiences of tutors involved in the delivery of courses of Initial Teacher Education?
• What can we learn from each other that can impact on future practice in courses of Initial Teacher Education?
• What are the implications for courses in teacher education in the UK and beyond.

Research methods:

Autobiographical research methods were used to elicit reflection on significant events in our different and individual pasts
Brief mapping of the literature:

This paper draws on the powerful claims for the use of autobiographical and narrative accounts of lives as lived as argued and elucidated by many in the file of ethnographic research. The lives of individuals in educational settings have been captured and stories have been told. Stories are important to research in educational settings, it is said, because they allow the report of those experiences, ‘which might not otherwise not be made public by other ‘traditional’ tools of the trade’ (Clough, 2002, p.8-9). Goodson (p59) has drawn attention to his conviction that the importance of teachers’ work and life histories are central to a reconceptualization of educational study and professional development.

Research findings
Surprisingly, the event enabled us, as individuals, to reflect upon and change our views about significant aspects of our person journey in teacher education over time. For one this led to the examination of the values that underpinned and continue to underpin her practice and for the other, the examination of significant aspect of personal practice led to a renewed confidence in her role within the University. The impact of the resulting discussion within the Department is yet to be evaluated.

Andrews, M. (2007) Shaping History, Narratives of Political Change. Cambridge: University Press.
Andrews, M., Squires, C. & Tamboukou, M. (2008) Doing Narrative Research. London: Sage.

Clough, P., (2002) Narratives and fictions in educational research, Buckingham:Oup 
 
Goodson, I.F., Biesta, G.J.J., Tedder, M and Adair, N (2010) Narrative learning Abingdon: Routledge

Goodson, I. and Sikes, P. (2001) Life history research in educational settings: Learning from lives. Buckingham: Open University Press 
 
Murray and Boyd. 
 
 
Justification of autobiography as a research method.

Mitchell, C., Weber, S. and O’Reilly-Scanlon, K. (2005) Just Who Do We Think We Are?
Methodologies for autobiography and self-study in teaching Abingdon: RoutledgeFalm