"Its Just Like Being a Student": Making Space for Teachers to Think
This paper looks at creating legitimate thinking spaces for teachers to explore their pedagogical beliefs and practices through writing and publishing. Based upon examples from a post compulsory Initial Teacher Training programme in the UK it will describe the process of working with teacher educators towards writing for publication. The publication, which is a companion to a student research journal, has become significant not just as a scholarly product or a useful resource but as a highly valued space for thinking and discussing teaching and learning. Teacher educators teach others to reflect, to be critical and to value their professional independence, yet there is little space for them to do this themselves. One participant in a recent writing day exclaimed it was the first space he had to think for years, whilst another said it was a vital space to reconnect with educational beliefs and pedagogical practices with others. This paper will explore using writing and publishing as a framework to support critical thinking, reflection and collaboration for those who teach others. Whilst the publication will be valuable resources itself,and one that can be shared, the process is significantly important; both for self development and and as a site for resistance to the overwork and deprofessionalised culture in post-compulsory teaching.
Keywords: Writing for Teachers
Dr. Yvon Appleby
Senior Lecturer, School of Education and Social Science, University of Central Lancashire