Creating Synergies across Practices: Bringing together Professional Learning, Research and Impact Outcomes in a Masters Program

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Universities engage in global benchmarking of teaching, research, business and community engagement to ensure recruitment and retention of students and baseline funding. The work of academics correspondingly is more complex and diversified, particularly for those who contribute to professional education and development such as teacher educators. The most common challenge is to find time to undertake the range of activities expected of them – to work smarter not harder.

This collaborative, self-reflective and participative research project brought together staff working on a Masters’ CPD program at the University of Hertfordshire. The program has three pathways: leading learning, early years and professional learning. A range of students are enrolled from various professional groups including law, health, social care and education.

The research approach was based on that used in a collaborative and self-reflective study on school-university partnerships (Grundy et al., 1999) and developed responsively throughout this research project. The focus of this paper is on the processes that the group engaged in, including the initial articulation of multiple purposes, decisions about outputs and documenting the outcomes in terms of staff professional learning, changes in practice, research findings, the impact of the research on the student experience and quality of the program. The paper finally explores some of the benefits and challenges of attempting to create synergies within one research project with multiple purposes, approaches, data sources, outputs and outcomes.

Grundy, S., Jasman, A., Mountford, A., Newbound, P., Philips, A., Robison, J., et al. (1999). Exploring an emerging landscape: a metaphor for university academics working with, in and for schools. Australian Educational Researcher, 26(3), 37-56.

Keywords: Masters Programme, Professional Learning, Professional Development, Collaborative Research, Educational Research Methodology
Stream: Teacher Training and Professional Development
Presentation Type: Paper Presentation in English
Paper: A paper has not yet been submitted.

Dr. Anne Jasman

Reader in Education, School of Education
Faculty of Business, Law and Education, University of Hertfordshire

Hatfield, Herts, UK

Dr Anne Jasman has over 35 years experience in initial and continuing teacher education as researcher, lecturer and senior policy adviser working in Australia, the US and the UK. She has led research and development projects on collaborative working, professional knowledge and development. These include the creation and implementation of teacher career path based on accomplished classroom practice (1997-8) and a research study into teacher professional expertise: its nature, development, enhancement and assessment for recognition and reward (2001-2) whilst Research Fellow at the Department of Education, Science and Training in Australia. She has contributed to policy development in the UK and Australia for CPD, leadership and teaching standards. She was recently appointed as Reader at the University of Hertfordshire following five years as Senior Policy Adviser (Professional Education and Development) for the General Teaching Council for England. She worked at Murdoch, Sydney and Melbourne Universities in Australia.

Ref: L09P0364