Recent Changes

Tuesday, June 20

  1. page Welcome to teacher educator UK edited ... NEWS (NEW ITEMS AT TOP) TELL UPDATE 20/6/17 The Principal: Power & Professionalism in …
    ...
    NEWS
    (NEW ITEMS AT TOP)
    TELL UPDATE 20/6/17
    The Principal: Power & Professionalism in FE (Companion volume to Dancing Pricesses) - Book Launch & Linked Conference.A number of TELL members are authors of chapters in this forthcoming and much anticipated book. Publication is pencilled in for early November 2017.A linked conference / book launch has been scheduled at the University of Huddersfield on Saturday 25th November 2017.More details to follow.
    TELL LOGOFor the event above, we have been asked for a logo, and in this time of clever tech and many creative TEds, it's something of a surprise that we don't already have one! I'm therefore happy to announce that we now have a logo competition open to all members of TELL. Please create, draw, sketch or otherwise conjure up your ideas, and send them to me by 1st October 2017. I have selected four TELL members from the membership list at random to join me on the judging panel, and they are:
    Linda Chorley; Deborah Eagle; Alison Iredale and Lynn Machin.
    Please confirm if you do wish to be on the panel, and please get those logos in!!!
    TELL LONDON REPORT (15/6/17) - From Rebecca Eliahoo
    Dear colleagues
    A very big thank you to all the presenters and participants at the TELL 2017 conference at the University of Westminster. This was a great opportunity to network, collaborate and learn from each other - as well as showing that research into teacher education in the post-compulsory sector is growing apace.
    Interesting tweets can be found on Storify at: https://storify.com/RebeccaEliahoo/tell-2017-university-of-westminsterhttps://storify.com/RebeccaEliahoo/tell-2017-university-of-westminster
    Other things mentioned on the day were.
    European Association for Practitioner Research on Improving Learning (EAPRIL) this year in Finland https://www.eapril.org/about.
    There is Erasmus+ funding for teacher exchanges and visits to schoolshttps://www.erasmusplus.org.uk/.
    The English Speaking Union funds two week research visits to the USAhttp://www.esu.org/our-work/cpd-for-teachers and usually the deadline is around May each year.
    Winston Churchill Memorial Trust http://www.wcmt.org.uk/apply/why-apply
    Philosophy of Education Society of Great Britain www.philosophy-of-education.org.
    http://www.criticalpublishing.com/post-compulsory-teacher-educators-connecting-professionals
    If you’d like to read the first book ever on English PCE Teacher Ed by PCE Teacher Educators there’s a 25% DISCOUNT WITH CODE PCTECP1 (shameless promotion by authors).
    Abstracts
    Teacher Development 3.0: How we can transform the professional education of teachers, Prof. Viv EllisTeacher Education Exchange is a group of teachers, school leaders, teacher educators and researchers who want to promote the development of teaching as a profession in the best interests of children, young people and society as a whole. They are particularly interested in how universities can support a profession-led model of teacher development and they reject the terms of the polarised debates that are currently dominant: with regard to initial teacher education, ‘reform’ and ‘defend’ positions have become so entrenched that sustainable change for the good is ever more difficult to achieve. Their pamphlet promotes 4 design principles that they consider essential to transform the professional education of teachers, both at the beginning and throughout their careers:•A long-life teaching profession;•Schools, universities and teachers at the heart of their communities;•Education as cultural and societal development as well as individual advantage;•A continuum of professional learning.
    Original Teacher Development 3 article and PowerPoint from the day below {tedx-teacher-development-threepointzero Viv Ellis.pdf} {Teacher Ed 3 0 TELL 15 June 2017.pdf}
    The measured approach to lesson observations, Dr Jo-Ann DelaneyLesson observations are a key element of teacher education programmes for the FE sector. Much has been discussed about how these work best to contribute to the development of teachers, including a negative perception of the use of a grade. The research presented considers the lesson observation from the trainees’ perspective and their views on how observations can impact most positively on their practice. It questions the argument that graded observations have a negative impact and underlines key elements of effective practice as perceived by trainees.
    Jo-Ann Delaney’s presentation can be found at: tinyurl.com/TELLjdlo
    Trainee HE lecturers’ perspectives on observations by mentors and academic developers, Martin ComptonThis study drew on an online survey and 12 in depth interviews of PGCert HE completers, looking at their perspectives of the role and purpose of these observations and their perceived impact on teaching practice. They compared experiences of observation processes and feedback from mentors and from external educational developers. Specifically, the research sought to determine how well the observations helped effect positive change in practice and develop teacher ‘self-efficacy’. In line with most teacher education programmes across the compulsory and post compulsory sectors, these observations have twin functions: assessment and teacher development.Whilst the observations were deemed valuable, there was a distinct lack in clarity of purpose amongst the lecturers being observed and an apparent lack of clarity amongst some observers, particularly mentors, which could lead to ‘individualised ontologies’ and a diminishing of potential impact. The ways in which observation feedback might be framed and best exploited to effect change was not consistently applied. Importantly, where transmissive modes of feedback were adopted, change could be limited without opportunities for dialogue, often because of assumptions about the purpose of the observations and the perceived status of the observer and observee.
    PowerPoint from the day is below {IFS_findngs_summary Martin Compton.pptx}
    The current state of research in Post-Compulsory teacher education and sector and national/regional news, Dr Jim CrawleyOver the last five to ten years a growing number of people working as Post Compulsory Education Teacher Educators have undertaken advanced degree study, with at least ten completing Doctorates in PCE TEd specific or related themes. The first ever book written by PCE TEds about PCE teacher education has also now been published in 2016, and this session will outline some of the research which went into that book. Is it then the case there is a growth in research by PCE TEds, and is this leading to a greater understanding and growth in professional confidence by this often ignored, under-researched group? We will take a look at the evidence and discuss the views from participants in search of the answer.
    PowerPoint from the day is below {TELL_London_2017 JimC.pptx}
    Meaningful observation: authentic learning, Louise TaylorObservation of teaching and learning within Further and Higher Education and on teacher education programmes has long been a contested and hotly debated topic. The research presented will draw on a variety of research and development projects Louise has worked on which feature in her chapter in Reclaiming Observation: Supporting Excellence in Teacher Learning: O’Leary, M. (ed.), (2017). London, Routledge. She will also refer to current research she is undertaking exploring the implementation of new teacher learning approach as part of a joint venture with UCU Wales, The Welsh government and Merthyr Tydfil College. She will be sharing aspects of the journey of different colleges and their staff in adopting observation policies which locate observation within a developmental rather than evaluative framework and will highlight some of the features, strengths, struggles and lessons learnt in seeking to use observation as an opportunity for authentic teacher learning.PowerPoint from the day is below {UoW June 2017 2Louise Taylor.pdf}
    Teacher Education in prisons, Peter LyonOffender learning is probably one of the most difficult educational sectors to work in, posing numerous problems at many different levels. Peter Lyon worked as a Teaching & Learning Coach in two establishments: one for young offenders and the other, an adult women's prison. In many ways, it's like stepping back in time in terms of education, but there are clear reasons for trying to ensure that students in these establishments get the opportunity to attend good quality courses offering a variety of relevant and useful qualifications. This talk offers an insight into the day to day issues that teachers have to deal with, but also the reasons why many of them choose to stay working in this challenging and demanding environment.
    PowerPoint from the day is awaited
    Everyone at the London TELL conference stronly supported the value of TELL as a grassroots network for post-compulsory research on teacher education. If you would like to join the network just email Jim at j.crawley@bathspa.ac.uk.
    Writings
    Can Bronwen Maxwell, Liz Atkins and Sai Loo remind me if they have sent publication details which I have not yet inluded at http://teachereducatoruk.wikispaces.com/research+-+big+bibliography
    Matt O'Leary - Here’s a forthcoming short book that might be of interest to colleagues:Teaching Excellence in Higher Education: Challenges, Changes and the Teaching Excellence Frameworkhttps://www.amazon.co.uk/Teaching-Excellence-Higher-Education-Challenges/dp/1787147622

    TELL (Teacher Education in Lifelong Learning) network update - 7th June 2017
    DATES FOR YOUR DIARY
    ...
    https://rapal.org.uk/conference-2017/<http://rapal.us12.list-manage.com/track/click?u=5c1d3786a86a642e95e195ff8&id=d2a5299a53&e=aaf5e24c0c>
    The Principal: Power & Professionalism in FE (Companion volume to Dancing Pricesses - Book Launch & Linked Conference.
    ...
    November 2017.
    A linked conference / book launch has been scheduled at the University of Huddersfield on Saturday 25th November 2017.
    More details to follow.
    (view changes)
    3:25 am
  2. page Research (TELL) edited ... If you’d like to read the first book ever on English PCE Teacher Ed by PCE Teacher Educators t…
    ...
    If you’d like to read the first book ever on English PCE Teacher Ed by PCE Teacher Educators there’s a 25% DISCOUNT WITH CODE PCTECP1 (shameless promotion by authors).
    Abstracts
    ...
    throughout their careers: •Acareers:•A long-life teaching
    ...
    professional learning.
    Original Teacher Development 3 article and PowerPoint from the day below {tedx-teacher-development-threepointzero Viv Ellis.pdf}
    {Teacher Ed 3 0 TELL 15 June 2017.pdf}
    ...
    by trainees.
    Jo-Ann Delaney’s presentation can be found at: tinyurl.com/TELLjdlo
    ...
    and teacher development. Whilstdevelopment.Whilst the observations
    ...
    and observee.
    PowerPoint from the day is below {IFS_findngs_summary Martin Compton.pptx}
    The current state of research in Post-Compulsory teacher education and sector and national/regional news, Dr Jim CrawleyOver the last five to ten years a growing number of people working as Post Compulsory Education Teacher Educators have undertaken advanced degree study, with at least ten completing Doctorates in PCE TEd specific or related themes. The first ever book written by PCE TEds about PCE teacher education has also now been published in 2016, and this session will outline some of the research which went into that book. Is it then the case there is a growth in research by PCE TEds, and is this leading to a greater understanding and growth in professional confidence by this often ignored, under-researched group? We will take a look at the evidence and discuss the views from participants in search of the answer.
    PowerPoint from the day is below {TELL_London_2017 JimC.pptx}
    ...
    authentic teacher learning. PowerPointlearning.PowerPoint from the
    Teacher Education in prisons, Peter LyonOffender learning is probably one of the most difficult educational sectors to work in, posing numerous problems at many different levels. Peter Lyon worked as a Teaching & Learning Coach in two establishments: one for young offenders and the other, an adult women's prison. In many ways, it's like stepping back in time in terms of education, but there are clear reasons for trying to ensure that students in these establishments get the opportunity to attend good quality courses offering a variety of relevant and useful qualifications. This talk offers an insight into the day to day issues that teachers have to deal with, but also the reasons why many of them choose to stay working in this challenging and demanding environment.
    ...
    day is attachedawaited
    Everyone at the London TELL conference stronly supported the value of TELL as a grassroots network for post-compulsory research on teacher education. If you would like to join the network just email Jim at j.crawley@bathspa.ac.uk.
    Writings
    (view changes)
    3:22 am
  3. page Research (TELL) edited ... Email j.crawley@bathspa.ac.uk to join Updates - Selected TELL meetings TELL LONDON REPORT (…
    ...
    Email j.crawley@bathspa.ac.uk to join
    Updates - Selected TELL meetings
    TELL LONDON REPORT (15/6/17) - From Rebecca Eliahoo
    Dear colleagues
    A very big thank you to all the presenters and participants at the TELL 2017 conference at the University of Westminster. This was a great opportunity to network, collaborate and learn from each other - as well as showing that research into teacher education in the post-compulsory sector is growing apace.
    Interesting tweets can be found on Storify at: https://storify.com/RebeccaEliahoo/tell-2017-university-of-westminster https://storify.com/RebeccaEliahoo/tell-2017-university-of-westminster
    Other things mentioned on the day were.
    European Association for Practitioner Research on Improving Learning (EAPRIL) this year in Finland https://www.eapril.org/about.
    There is Erasmus+ funding for teacher exchanges and visits to schoolshttps://www.erasmusplus.org.uk/.
    The English Speaking Union funds two week research visits to the USAhttp://www.esu.org/our-work/cpd-for-teachers and usually the deadline is around May each year.
    Winston Churchill Memorial Trust http://www.wcmt.org.uk/apply/why-apply
    Philosophy of Education Society of Great Britain www.philosophy-of-education.org.
    http://www.criticalpublishing.com/post-compulsory-teacher-educators-connecting-professionals
    If you’d like to read the first book ever on English PCE Teacher Ed by PCE Teacher Educators there’s a 25% DISCOUNT WITH CODE PCTECP1 (shameless promotion by authors).
    Abstracts
    Teacher Development 3.0: How we can transform the professional education of teachers, Prof. Viv EllisTeacher Education Exchange is a group of teachers, school leaders, teacher educators and researchers who want to promote the development of teaching as a profession in the best interests of children, young people and society as a whole. They are particularly interested in how universities can support a profession-led model of teacher development and they reject the terms of the polarised debates that are currently dominant: with regard to initial teacher education, ‘reform’ and ‘defend’ positions have become so entrenched that sustainable change for the good is ever more difficult to achieve. Their pamphlet promotes 4 design principles that they consider essential to transform the professional education of teachers, both at the beginning and throughout their careers: •A long-life teaching profession;•Schools, universities and teachers at the heart of their communities;•Education as cultural and societal development as well as individual advantage;•A continuum of professional learning.
    Original Teacher Development 3 article and PowerPoint from the day below {tedx-teacher-development-threepointzero Viv Ellis.pdf}
    {Teacher Ed 3 0 TELL 15 June 2017.pdf}
    The measured approach to lesson observations, Dr Jo-Ann DelaneyLesson observations are a key element of teacher education programmes for the FE sector. Much has been discussed about how these work best to contribute to the development of teachers, including a negative perception of the use of a grade. The research presented considers the lesson observation from the trainees’ perspective and their views on how observations can impact most positively on their practice. It questions the argument that graded observations have a negative impact and underlines key elements of effective practice as perceived by trainees.
    Jo-Ann Delaney’s presentation can be found at: tinyurl.com/TELLjdlo
    Trainee HE lecturers’ perspectives on observations by mentors and academic developers, Martin ComptonThis study drew on an online survey and 12 in depth interviews of PGCert HE completers, looking at their perspectives of the role and purpose of these observations and their perceived impact on teaching practice. They compared experiences of observation processes and feedback from mentors and from external educational developers. Specifically, the research sought to determine how well the observations helped effect positive change in practice and develop teacher ‘self-efficacy’. In line with most teacher education programmes across the compulsory and post compulsory sectors, these observations have twin functions: assessment and teacher development. Whilst the observations were deemed valuable, there was a distinct lack in clarity of purpose amongst the lecturers being observed and an apparent lack of clarity amongst some observers, particularly mentors, which could lead to ‘individualised ontologies’ and a diminishing of potential impact. The ways in which observation feedback might be framed and best exploited to effect change was not consistently applied. Importantly, where transmissive modes of feedback were adopted, change could be limited without opportunities for dialogue, often because of assumptions about the purpose of the observations and the perceived status of the observer and observee.
    PowerPoint from the day is below {IFS_findngs_summary Martin Compton.pptx}
    The current state of research in Post-Compulsory teacher education and sector and national/regional news, Dr Jim CrawleyOver the last five to ten years a growing number of people working as Post Compulsory Education Teacher Educators have undertaken advanced degree study, with at least ten completing Doctorates in PCE TEd specific or related themes. The first ever book written by PCE TEds about PCE teacher education has also now been published in 2016, and this session will outline some of the research which went into that book. Is it then the case there is a growth in research by PCE TEds, and is this leading to a greater understanding and growth in professional confidence by this often ignored, under-researched group? We will take a look at the evidence and discuss the views from participants in search of the answer.
    PowerPoint from the day is below {TELL_London_2017 JimC.pptx}
    Meaningful observation: authentic learning, Louise TaylorObservation of teaching and learning within Further and Higher Education and on teacher education programmes has long been a contested and hotly debated topic. The research presented will draw on a variety of research and development projects Louise has worked on which feature in her chapter in Reclaiming Observation: Supporting Excellence in Teacher Learning: O’Leary, M. (ed.), (2017). London, Routledge. She will also refer to current research she is undertaking exploring the implementation of new teacher learning approach as part of a joint venture with UCU Wales, The Welsh government and Merthyr Tydfil College. She will be sharing aspects of the journey of different colleges and their staff in adopting observation policies which locate observation within a developmental rather than evaluative framework and will highlight some of the features, strengths, struggles and lessons learnt in seeking to use observation as an opportunity for authentic teacher learning. PowerPoint from the day is below {UoW June 2017 2Louise Taylor.pdf}
    Teacher Education in prisons, Peter LyonOffender learning is probably one of the most difficult educational sectors to work in, posing numerous problems at many different levels. Peter Lyon worked as a Teaching & Learning Coach in two establishments: one for young offenders and the other, an adult women's prison. In many ways, it's like stepping back in time in terms of education, but there are clear reasons for trying to ensure that students in these establishments get the opportunity to attend good quality courses offering a variety of relevant and useful qualifications. This talk offers an insight into the day to day issues that teachers have to deal with, but also the reasons why many of them choose to stay working in this challenging and demanding environment.
    PowerPoint from the day is attached
    Everyone at the London TELL conference stronly supported the value of TELL as a grassroots network for post-compulsory research on teacher education. If you would like to join the network just email Jim at j.crawley@bathspa.ac.uk.
    Writings
    Can Bronwen Maxwell, Liz Atkins and Sai Loo remind me if they have sent publication details which I have not yet inluded at http://teachereducatoruk.wikispaces.com/research+-+big+bibliography
    Matt O'Leary - Here’s a forthcoming short book that might be of interest to colleagues:Teaching Excellence in Higher Education: Challenges, Changes and the Teaching Excellence Frameworkhttps://www.amazon.co.uk/Teaching-Excellence-Higher-Education-Challenges/dp/1787147622

    TELL - Newcastle meeting - Northumbria University
    Content from the Northumbria University meeting, 9th May 2017 (presentations etc. below)
    ...
    LinkedIn: linkedin.com/in/ayshahaqq
    Telephone Number: 0330 330 4673 - Ext 3
    ...
    teacher education
    Rachel and Kate disseminated the findings of an Education and Training Consortium funded research project into the support new teachers need in their first year after completing their initial teacher education. They will discuss how the diversity of the education and training sector is reflected in the support needs of former PCET trainees and the impact those needs have on their identity and practice as teachers.
    {TELL Northumbria_Terry and Lavender.ppt}
    (view changes)
    3:20 am

Wednesday, June 7

  1. page research - big bibliography edited ... The Big Bibilography TELL is assembling a bibliography of as many writings relevant to the Li…
    ...
    The Big Bibilography
    TELL is assembling a bibliography of as many writings relevant to the Lifelong Learning sector, so it can form a source of reference, scholarship and research for all.
    Items added in June 2017 are below in blue
    Anne Gravells .. Anne has a new book coming out in the Autumn, 'Principles and Practices of Teaching and Training'. Details are here. http://www.anngravells.com/pptt
    Ade-Ojo, G. O. and Duckworth, V. (2015) Adult Literacy, Policy and Practice From Intrinsic Values to Instrumentalism. Palgrave Macmillan
    Duckworth, V. and Ade-Ojo, G. O. (Eds.) (2014) Landscapes of Specific Literacies in Contemporary Society: Exploring a social model of literacy. Routledge Research in Education, Routledge, London. ISBN 978-0-415-74124-8
    Ade-Ojo, G. O. & Duckworth, V. (2015) Exploring the concepts: Instrumentalism, philosophy of education, ideology and value positions. In Ade-Ojo, G. O. and Duckworth, V. (2015) Adult Literacy, Policy and Practice: From Intrinsic Values to Instrumentalism. Palgrave Macmillan, pp 1-28
    Ade-Ojo, G. O. & Duckworth, V. (2015) Movement in Transition: Changing value positions, In Ade-Ojo, G. O. and Duckworth, V. (2015) Adult Literacy, Policy and Practice: From Intrinsic Values to Instrumentalism. Palgrave Macmillan, pp 29-64
    Ade-Ojo, G. O. & Duckworth, V. (2015) The consolidation of an instrumental value position: the Moser Committee, In Ade-Ojo, G. O. and Duckworth, V. (2015) Adult Literacy, Policy and Practice: From Intrinsic Values to Instrumentalism. Palgrave Macmillan, pp 65-100
    Ade-Ojo, G. O. & Duckworth, V. (2015) Exploring and alternative: a transformative curriculum driven by social capital, In Ade-Ojo, G. O. and Duckworth, V. (2015) Adult Literacy, Policy and Practice: From Intrinsic Values to Instrumentalism. Palgrave Macmillan, pp 100-120
    Ade-Ojo, G. O. & Duckworth, V. (2014) Introduction: Is practice keeping pace with theory? In: Landscapes of Specific Literacies in Contemporary Society: Exploring a social model of literacy. Routledge Research in Education, Routledge, London. ISBN 978-0-415-74124-8 (In Press)
    Ade-Ojo, Gordon (2014) Literacy for Specific Purposes. In: Landscapes of Specific Literacies in Contemporary Society: Exploring a social model of literacy. Routledge Research in Education, Routledge, London. ISBN 978-0-415-74124-8
    Ade-Ojo, G. O. & Ogunleye, J. (2015) (Editorial) The goals of multidisciplinary studies Ade-Ojo, G. O.& Ogunleye, J. (2015) International Journal of Multidisciplinary Comparative Studies (IJMCS) Vol2, no. 1, December, 2015
    Ade-Ojo, G. O, (2014) ‘ Evaluation of an E-peer tutorial model for mature trainee teachers’ World Journal on Educational Technology, Vol 6, no. 1, pp 107-125. ISSN 1309-1506 (print) 1309-0348 (online)
    Ade-Ojo, G. O. and Ogunleye, J. (2014) The essence of multidisciplinary studies (Editorial) International Journal of Multidisciplinary Comparative Studies, Volume 1 No. 1, 2014, pp. 3—4
    Avis, J., Orr, K. and Warmington, P. (2017). Race and vocational education and training in England.Jurnal of Vocational Education and Training. 69, 3: 292-310
    Sowe, N. and Ade-Ojo, G. O. (2014) Tutor attitudes towards the use of digital recording sin collaborative feedback: A qualitative study. International Journal of Multidisciplinary Comparative Studies, Volume 1 No. 1, 2014, pp. 50—63
    Duckworth, V. and Ade-Ojo, G. O. (2014) Editorial: Promoting Employability through Specific Literacies, International Journal of Multidisciplinary Comparative Studies (IJMCS) Vol1, no. 2 July, 2014. Special Edition on the Promoting Employability through Specific Literacy Research Workshop (2014), pp 2-6

    Items added in May 2017 are below in blue
    Jones, S. (2017) Effective CPD and its implications for student and lecturers in college HE. [On-line] London: Association of Colleges. Available from https://www.aoc.co.uk/march-2017-effective-cpd-and-its-implications-students-and-lecturers-in-college-he-sam-jones
    (view changes)
    5:12 am
  2. page Welcome to teacher educator UK edited ... NEWS (NEW ITEMS AT TOP) TELL (Teacher Education in Lifelong Learning) network update - 7th …
    ...
    NEWS
    (NEW ITEMS AT TOP)
    TELL (Teacher Education in Lifelong Learning) network update - 7th June 2017
    DATES FOR YOUR DIARY
    Hi to all
    Please share and email me (j.crawley@bathspa.ac.uk) if you wish to join TELL
    Rapal (Research and Practice in Adult Literacy) Conference
    RaPAL represents practitioners, learners and researchers in the field of adult literacies in the UK and around the world and have dedicated this conference not only to UK Literacies in a Global Context but also Maths.
    Our conference will be held on Saturday 24th June from 09:30 to 16:30 in Liverpool.
    Venue: The Quaker Meeting House, 22 School Ln, Liverpool L1 3BT (less than half a mile from Liverpool Lime Street station)
    Conference Themes
    The theme for this year’s RaPAL conference is superdiversity in adult literacies (including maths, English and digital literacies). We address the spectrum of resources and challenges presented by superdiversity in global literacies and in a UK context. Liverpool is a rich source of superdiversity and has indeed been a cosmopolitan city for hundreds of years with a long tradition of supporting adult learning and literacies development for all. Liverpool's industrial past and vibrant new opportunities, such as the new super-port connecting the city to the rest of the world, make this truly an educational powerhouse.
    ‘Superdiversity’ acknowledges the acceleration and intensification of processes of cross-cultural social integration as well as fragmentation nationally and internationally. These have occurred because of dramatic changes in migration flows, and the advent and spread of the Internet and mobile technologies. The resulting extreme diversity in language and literacy resources have opened exciting and innovative research paths as well as potential directions for literacy in practice.
    Booking
    Tickets include hot refreshments through the day. Limited bursaries are available for budget travel and half price tickets.
    Conference Fees
    £60 Members
    £80 Non-members
    We have limited spaces for university accommodation in the city centre at the following prices: £45.00 per person for one night and £90.00 per person for two nights. Payment for room bookings will be added to your booking fee. Rooms can also be booked for non-conference members too if you will be joined by family/friends during the weekend. All rooms are single rooms in flats of 5-7 people.
    We are now able to take card payments!
    For further information and the form to book please follow this link:
    https://rapal.org.uk/conference-2017/<http://rapal.us12.list-manage.com/track/click?u=5c1d3786a86a642e95e195ff8&id=d2a5299a53&e=aaf5e24c0c>
    The Principal: Power & Professionalism in FE (Companion volume to Dancing Pricesses - Book Launch & Linked Conference.
    A number of TELL members are authors of chapters in this forthcoming and much anticipated book. Publication is pencilled in for early November 2017.
    A linked conference / book launch has been scheduled at the University of Huddersfield on Saturday 25th November 2017.
    More details to follow.
    Final 2016/17 Meeting - LONDON TELL CONFERENCE THURSDAY 15 JUNE 2017
    University of Westminster, Marylebone Campus, 35 Marylebone Road, London NW1 5LS.
    Room M207, 2nd floor of Marylebone Building
    Includes transforming the professional development of teachers; three perspectives on lesson observations from three different pieces of research, and the usual opportunities for networking, conversation, and of course, enjoyment!.
    Places are limited, so please book by emailing WBSFacultySupport@westminster.ac.uk
    RECENTLY NOTIFIED PUBLICATIONS BY TELL MEMBERS AND OTHERS
    (Don't forget - send me details of yours and I'll add them to the 'Big Bibliography' at http://teachereducatoruk.wikispaces.com/research+-+big+bibliography
    Anne Gravells .. Anne has a new book coming out in the Autumn, 'Principles and Practices of Teaching and Training'. Details are here. http://www.anngravells.com/pptt
    Ade-Ojo, G. O. and Duckworth, V. (2015) Adult Literacy, Policy and Practice From Intrinsic Values to Instrumentalism. Palgrave Macmillan
    Duckworth, V. and Ade-Ojo, G. O. (Eds.) (2014) Landscapes of Specific Literacies in Contemporary Society: Exploring a social model of literacy. Routledge Research in Education, Routledge, London. ISBN 978-0-415-74124-8
    Ade-Ojo, G. O. & Duckworth, V. (2015) Exploring the concepts: Instrumentalism, philosophy of education, ideology and value positions. In Ade-Ojo, G. O. and Duckworth, V. (2015) Adult Literacy, Policy and Practice: From Intrinsic Values to Instrumentalism. Palgrave Macmillan, pp 1-28
    Ade-Ojo, G. O. & Duckworth, V. (2015) Movement in Transition: Changing value positions, In Ade-Ojo, G. O. and Duckworth, V. (2015) Adult Literacy, Policy and Practice: From Intrinsic Values to Instrumentalism. Palgrave Macmillan, pp 29-64
    Ade-Ojo, G. O. & Duckworth, V. (2015) The consolidation of an instrumental value position: the Moser Committee, In Ade-Ojo, G. O. and Duckworth, V. (2015) Adult Literacy, Policy and Practice: From Intrinsic Values to Instrumentalism. Palgrave Macmillan, pp 65-100
    Ade-Ojo, G. O. & Duckworth, V. (2015) Exploring and alternative: a transformative curriculum driven by social capital, In Ade-Ojo, G. O. and Duckworth, V. (2015) Adult Literacy, Policy and Practice: From Intrinsic Values to Instrumentalism. Palgrave Macmillan, pp 100-120
    Ade-Ojo, G. O. & Duckworth, V. (2014) Introduction: Is practice keeping pace with theory? In: Landscapes of Specific Literacies in Contemporary Society: Exploring a social model of literacy. Routledge Research in Education, Routledge, London. ISBN 978-0-415-74124-8 (In Press)
    Ade-Ojo, Gordon (2014) Literacy for Specific Purposes. In: Landscapes of Specific Literacies in Contemporary Society: Exploring a social model of literacy. Routledge Research in Education, Routledge, London. ISBN 978-0-415-74124-8
    Ade-Ojo, G. O. & Ogunleye, J. (2015) (Editorial) The goals of multidisciplinary studies Ade-Ojo, G. O.& Ogunleye, J. (2015) International Journal of Multidisciplinary Comparative Studies (IJMCS) Vol2, no. 1, December, 2015
    Ade-Ojo, G. O, (2014) ‘ Evaluation of an E-peer tutorial model for mature trainee teachers’ World Journal on Educational Technology, Vol 6, no. 1, pp 107-125. ISSN 1309-1506 (print) 1309-0348 (online)
    Ade-Ojo, G. O. and Ogunleye, J. (2014) The essence of multidisciplinary studies (Editorial) International Journal of Multidisciplinary Comparative Studies, Volume 1 No. 1, 2014, pp. 3—4
    Avis, J., Orr, K. and Warmington, P. (2017). Race and vocational education and training in England.Jurnal of Vocational Education and Training. 69, 3: 292-310
    Sowe, N. and Ade-Ojo, G. O. (2014) Tutor attitudes towards the use of digital recording sin collaborative feedback: A qualitative study. International Journal of Multidisciplinary Comparative Studies, Volume 1 No. 1, 2014, pp. 50—63
    Duckworth, V. and Ade-Ojo, G. O. (2014) Editorial: Promoting Employability through Specific Literacies, International Journal of Multidisciplinary Comparative Studies (IJMCS) Vol1, no. 2 July, 2014. Special Edition on the Promoting Employability through Specific Literacy Research Workshop (2014), pp 2-6

    TELL (Teacher Education in Lifelong Learning) network update - 22nd May 2017
    Membership
    ...
    LinkedIn: linkedin.com/in/ayshahaqq
    Telephone Number: 0330 330 4673 - Ext 3
    ...
    teacher education
    Rachel and Kate disseminated the findings of an Education and Training Consortium funded research project into the support new teachers need in their first year after completing their initial teacher education. They will discuss how the diversity of the education and training sector is reflected in the support needs of former PCET trainees and the impact those needs have on their identity and practice as teachers.
    {TELL Northumbria_Terry and Lavender.ppt}
    (view changes)
    5:09 am

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