MESHGuides

Bryman, A. (2008) Social Research Methods, 3rd edn. Oxford: Oxford University Press.

Cresswell, J.W. (2011) Planning, Conducting, and Evaluating Qualitative Research, 4th edn, London: Pearson.

Newby, P. (2014) Research Methods for Education, 2nd edn. Harlow: Pearson Education Ltd.

O'Leary, Z. (2010) The Essential Guide to Doing Your Research Project. London: Sage.

Patterson, E.W. (2011) Initial teacher development in science: the impact of constructivist-informed practice on learning, Teacher Development, 15(1), pp69-86.

This MESHGuide draws on a range of key literature in the field of social science research. Also its design has been informed by lessons learned from personal research, which has focussed on the following areas:

Assessment is a central part of the teaching and learning process.  It is required so that you know where pupils are in their learning and how much progress they are making. It also provides evidence about the effectiveness of your lessons in terms of how well pupils are meeting your intended learning outcomes. Examples might include assessing pupil practical performance, questioning  their knowledge and understanding or their attainment in a variety of roles.

• Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2002) Working Inside the Black Box: Assessment for Learning in the Classroom. London: King’s College.
• Leahy, S., Lion, C., Thompson, M. and Wiliam, D., 2005 Classroom Assessment: Minute by Minute, Day by Day, Educational Leadership, Vol 63(3)
• Wiliam, D., (2011) Embedded Formative Assessment. Bloomington IN, Solution Tree Press

Exley, S., Ovenden-Hope, T. (2013) ‘Preparing a pathway of professional development for teacher educators in the lifelong learning sector ‘ Tean Journal 5 (2) July [Online]. Available at: https://ojs.cumbria.ac.uk/index.php/TEAN/index .

Apple, M.W. (2009) in Zeichner, K.M. (2009) Teacher Education and the struggle for social justice. Abingdon: Routledge

Ben-Peretz, M., Kleeman, S., Reichenberg, R. and Shimoni, S. (2010) Educators of educators: their goals, perceptions and practices, Professional Development in Education, (36) 1-2, pp. 111-129

Crawley’s (2014) research included a literature review where the connections between theory, practice and workplaces was identified as an important issue in terms of the context and practicalities of the role of teacher educator, and within the overall pedagogy of teacher education. Studies of teacher education regularly featured the importance of this type of ‘connected practice’, and ‘connecting’ teacher education.

Murray and Male (2005) carried out research on 28 teacher educators working in seven different institutions to contribute to ‘understanding the challenges new teacher educators face in establishing their professional identities as teachers of teachers and as scholars in HE’ (ibid: 125). The research found that moving into the role of teacher educator, even for those who were already recognised at ‘expert’ teachers, involved ways of making connections and recognising the place of those connections, or ‘shifting the lens of (their) teaching to re-analyse their

Crawley’s research included focus groups, an online questionnaire, and an evaluation of a CPD programme for teacher educators, and engaged over 250 participants. The conceptual framework which was developed to support analysis of the results included a number of key issues which had emerged from research including

Cochran Smith (2003) carried out research which analysed ‘four teacher educator communities in different contexts and entry points across the career lifespan’ (5). Cochran Smith reviews literature which supports the view that ‘the opportunity to engage in inquiry within a learning community may be a vital part of teachers’ and teacher educators’ ongoing education’ (ibid: 7).