THE COMPLEXITY OF PROFESSIONAL AND INTER-PROFESSIONAL LEARNING

24th and 25th November 2017

The Vale Resort, Vale of Glamorgan, Wales

International Professional Development Association Annual International Conference 2017

http://ipda.org.uk

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CONTENTS

PageWelcomefromtheIPDAPresident

2

ConferenceProgramme

3

KeynoteSpeakers

7

ResearchPresentationAbstracts

9

2017IPDAFellow

26

2017IPDAandPDIEPrizewinners

27

IPDAJournal

29

NEWIPDAJournal

30

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WelcomefromtheIPDAPresident

IPDAisholdingits50thconferenceataparticularlyinterestingtimeforthefutureofprofessionallearning.Educationpolicyinternationallycontinuestopulltheteachingprofessioninopposingdirections.Ontheonehandweseeatrendtowardsanover-simplifiedviewofwhatitmeanstobeateacher.Aviewwhichseessubjectknowledgeandpersonalityastheparamountattributesofateacher.Analternativeviewrecognisestheincreasingcomplexityofcurriculum,learningandteachingandenvisagesanenhancedviewofteachingasanincreasinglycollaborativeendeavourfoundedonacommitmentto

career-longprofessionalgrowth.IPDAhasadistinguishedrecordasaacontributortoourunderstandingofprofessionallearningandasacounterbalancetosuchunhelpfulpolarisation.Itisparticularlyrelevantthatthisyear'sconferenceisbeingheldinWales-aneducationsystemthatisengagedintransformationalchangefoundedonanenhancedroleforschoolsandacommitmenttoprofessionallearning.Iamlookingforwardverymuchtomeetingcolleaguesattheconferenceandtoaddressingmatterscriticaltothefuturesofallofouryoungpeople.

ProfessorGrahamDonaldson

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ConferenceProgramme

Friday24thNovember2017

09.00–09.30

Registration:EntranceAreaforMorgannwgSuite

09.30–09.45

WelcomebytheIPDchairDrColeenJackson.

09.45–10.30

Keynoteandpresidentialaddress:ReimaginingProfessionallearning.ProfessorGrahamDonaldson,UniversityofGlasgow.

10.30–11.15

SyndicategroupdiscussionandconferenceresponsetoProfDonaldson

11.15–11.30

Tea/coffeebreak

11.30–13.00

ResearchPresentations:session1

MorgannwgA MorgannwgB CastleA CastleBMikeColdwell;BronwenMaxwell

Paper:LogicmodelsineducationalCPD

evaluation:agroundedcritique

RameshChandPaper:Inter-professionallearningbetweenteachereducatorsandschool-teachers

RakeshSandhu,DevinderSinghDhaliwalPaper:Inter-professionallearningbetweenteachereducatorsandschool-teachers

ChanderShekharPaper:Inter-professionaleducationandlearning:Needofthetimetooptimizeprofessionalabilityofthepresentprofessionals

PaulineSmith,RebeccaRaybouldetal.Workshop:CPDStandardPathwayToolforuseinschools,collegesanduniversities

VijayKumarPaper:Attitudeandthevision-Thebigcomplexitiesoftheprofessionalandinter-professionallearning

FionaKing,OrlaNíBhroin;AnitaPruntyPaper:TheComplexityofIrishpolicyandpracticeforinclusiveeducation:Implicationsforprofessionallearning.

EmilyPerryetal.Paper:TransnationalprofessionaldevelopmentinEnglishmathematicseducation:Transferortranslation?

LizWhite,MirandaTimmermansWorkshop:IdentifyingProfessionalchallengesofschool-andinstitute-basedteachereducators

StuartMitchell,KevinCrimmons,HelenHolderWorkshop:TheprofessionalidentityofHealthandEducationacademicsunpickedusingBernstein’scode.

13.00–13.45

Lunch

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13.45–14.30

Keynote:DesigningandmanagingpublicpolicyinacomplexadaptivesystemProfessorTonyBovaird,UniversityofBirmingham

14.30–15.15

SyndicategroupdiscussionandconferenceresponsetoProfBovaird.

15.15–15.30

Tea/coffeebreak

15.30–17.00

ResearchPresentations:session2

MorgannwgA MorgannwgB CastleA CastleB

PhilTaylorPaper:Thecomplexityofteacherprofessionalgrowth-buildingandjourneying.

FionaKing,MargeryMcMahon

Paper:Leadershiplearningininitialteachereducation.

ManpreetKaurPaper:InterprofessionalcollaborationinProfessionalJourney:workingtogetherforabetterfuture

HilaryLeeRoundtable:Anexplorationofthewaysinwhichteachersnavigatetensionsintheirprofessionallives

HazelBeadleRoundtable:'CanIcountonyoursupport?'-Perceptionsofacademicstaffsupportingthedisseminationofpractitionerresearch

LindaEvansPaper:Professionaldevelopmentandleadership:Aretheythesamething?What–ifanything–distinguishesthem?

HazelBryan,BobBurstowPaper:Ethicsinclose-to-practiceresearch

EmmajaneMilton,CarolineDaly,etal.Paper:AnationalsurveyofinductionandmentoringinWales:complexitiesandimplicationsforprofessionallearning

MirandaTimmermansWorkshop:Towardsapedagogyofschool-basedteachereducation.DevelopmentsinandideasfromtheNetherlands

SuzanneCulshawWorkshop:Exploringwhatitmeanstobestrugglingasateacher

17.00–18.30

AGM

19.30

ConferencedinnerfollowedbyspeechfromNickSamuel andpresentationofIPDAFellowshipsandprizes

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Saturday25thNovember2017

09.15–10.00

Keynote:‘Bridgeovertroubledwater’:Rebuildingprofessionallearninginlandscapesofeducationalcomplexity.ProfRachelLofthouse,LeedsBeckettUniversity.

10.00–10.45

SyndicategroupdiscussionandconferenceresponsetoProfLofthouse

10.45–11.45

ResearchPresentations:session3

MorgannwgA MorgannwgB Cowbridge PendoylanLeoChiversPaper:SharedHorizons:Learningintheinter-zoneofinter-professionalworkingforchildren

JudithPenikett,EmmajaneMilton,CarolineDaly.

Paper:Welshmentorreflectionswhenconcludinglongtermmentoringrelationships:opportunitiesforlearning,growthandreflection

EwanInglebyPaper:Readingbetweenthelines:TheconsequencesofperformativityfortheprofessionaldevelopmentofeducatorsinschoolsinEngland

AndréKoffeman,MarcoSnoekPaper:Identifyingcontextfactorsasasourceforteacherprofessionallearning

ClaireRobertsRoundtable:Professionallearningandfactorsthatmayinfluencetransitionfromoneprofessionalarenatoanother

CarolineDaly,EmmajaneMilton

Roundtable:Externalmentoringfornewteachers:mentorlearningforachangeagenda

OkunadeAtinuke,BalogunMuhsinPaper:ModernchallengesfacingtheteachingprofessioninNigeriaandsuggestedsolutions

HazelBryan,ColeenJacksonWorkshop:WritingforPublication

11.45–12.00

Tea/coffeebreak

12.00–13.00

ResearchPresentations:session4

MorgannwgA MorgannwgB Cowbridge PendoylanAlexandraMorgan,CarolineDaly,EmmajaneMilton,etal.Paper:Mentoringforclassroominquiry:From‘narrativesofvalidation’todeeper,criticalexaminationofpedagogyandprofessionallearning

HelenLewis,JaneWatersPaper:Record,re-examineandreflect:howdialoguebasedonvideoreflectioncansupportteachers’professionallearning

FayyazAhmadFaize,MuhammadArshadDaharPaper:Investigating

thequalityofwrittenandoral

argumentationwithuniversitystudents.

EmilyPerry,MarkBoylanWorkshop:Analysingprofessionaldevelopmentfacilitators'purposes,knowledgeandskills

EmmajaneMilton, BenAppleby HazelBryan

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AndrewJamesDavies,etal.Roundtable:Headteacherrecruitment,retentionandprofessionaldevelopmentinWales:challengesandopportunities(andmaybesomeinter-professionalsupportandlearning)

Roundtable:Generatinginter-professionalinsightintothecomplexitiesofdoctoralstudy,andresiliencerequiredforsuccessful:learningfromeachother,areflectivediscussion

Paper:RadicalisationandtheTeacher:professionallearninganddevelopmentneedsinlightofthePreventDuty2015andCounter-TerrorismandSecurityAct2015

13.00–13.30

CloseofConferencebytheIPDAchairDrColeenJackson.

13.30-1415

LUNCH

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KeynoteSpeakers

ProfessorGrahamHCDonaldsonCBMAMEdDLitt(Hon)FRSA

ReimaginingProfessionalLearning

A former teacher, Graham Donaldsonheaded Her Majesty’s Inspectorate ofEducation (HMIE) from 2002-10. Heradically reformed the approach toinspection, combining externalaccountability with self-evaluation andcapacity building. As chief professionaladvisor to Ministers on education, hehastakenaleadingroleinanumberofmajor reform programmes, includingScotland’s major reform of itscurriculum.Following retirement from HMIE, hisreport ‘Teaching Scotland’s Future’

(2011), made 50 recommendations about teacher education in Scotland which have all beenaccepted by the government and are the subject of an ongoing reform programme. He has alsoundertakenareviewofthenationalcurriculuminWalesandthe68recommendationsinhisradicalreport, ‘SuccessfulFutures’ (2015),havealsobeenaccepted infullandembodied inamajor, long-termreformprogramme.Graham hasworked as an international expert for OECD, participating in reviews of education inAustralia,Portugal,SwedenandJapan.Heis,wasmadeaCompanionoftheOrderoftheBathbytheQueen in 2009 and given the Robert Owen Award as an Inspirational Educator by the ScottishGovernmentinSeptember2015.In addition to various forms of consultancy and continuing to act periodically as an internationalexperttoOECDprojects,hewasappointedasanHonoraryProfessorinGlasgowUniversityin2011andanadvisortotheMinisterforEducationandSkillsinWalesin2015.GrahamisalsoamemberoftheFirstMinisterofScotland’sInternationalCouncilofEducationAdvisors(2016).

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ProfessorTonyBovairdDesigningandmanagingpublicpolicyinacomplexadaptivesystem

TonyBovairdisEmeritusProfessorofPublicManagementandPolicyatINLOGOV,UniversityofBirmingham,UKandDirectorofGovernanceInternational,anon-profitorganizationworkingthroughoutEurope.Hisresearchcoversstrategicmanagementofpublic services,performancemeasurement in socialpolicy,evaluationofpublic management and governance reforms, and user and community co-production of publicservices. In recent years, he has acted as advisor on co-production to the UK Cabinet Office, theScottishJointImprovementTeamandtheWelshGovernmentandhasjustreturnedfromatourofAustralia and New Zealand, advising governments and researchers on how to implement co-productioninsocialandotherpublicservices.HehasundertakenresearchforUKResearchCouncils,the European Commission, many UK government departments, LGA, National Audit Office, andmanyotherpublicbodiesintheUKandinternationally.Heisco-author(withElkeLoeffler)ofPublicManagementandGovernance(Routledge,3rdedition2016).

ProfessorRachelLofthouse"Bridgeovertroubledwater".Rebuildingprofessionallearninginlandscapesof

educationalcomplexity.Rachel Lofthouse isProfessor of TeacherEducation in theCarnegieSchoolofEducationatLeeds Beckett University.Rachel has a specificinterestinthelinkbetweenpracticedevelopmentand professional learning for teachers andeducators, based on innovative pedagogies andcurriculumdesign and collaborativepractices forcoachingandmentoring. Overeighteenyearsasa teachereducatorandresearcher (seventeenofwhich were at Newcastle University) she hasworked with teachers at all stages of of theircareers. She supports them in building theirworkplace expertise based on developing criticalreflection and their ability to contribute to, anddraw productively on, the evidence base forteachingandlearning.

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ResearchPresentationAbstracts

Dr.BenApplebyBirminghamCityUniversity,EnglandRoundtableGeneratingInter-professionalinsightintothecomplexitiesofdoctoralstudy,andresiliencerequiredforsuccessful:learningfromeachother,areflectivediscussion

Focus:theconceptof‘resilience’asacharacteristicorcomponentforsuccesswillbeexplored.InquiryApproach:reflectionbydoctoraleducatorsanddoctoralstudentsupontheirexperiencesofbeingengagedin,orsupervisorsof,doctoralstudy.Significance:Findingsfromtheroundtablediscussionwillbeusedtoidentifyaninter-professionalunderstandingofresilience,fromprofessionalsthathaveinsightfromdifferentdoctoralprogrammes.Thefindingswillbeusedasabasistoarticulatethecurrent‘fit’withcontemporarymodelsofresilience.Completionratesofdoctoralstudy,particularlyforpart-timestudentscanbeaslowas50%(KetefianandRedman,2015).Acontemporaryandinter-professionalunderstandingofresilienceinthisareaofprofessionaldevelopmentistimely,giventheagendaofmanyuniversitiesandareasofprofessionalpracticewhichtargetanincreaseofemployeeseducatedtodoctorallevel.

DrHazelBeadleUniversityofChichester,EnglandRoundtable'CanIcountonyoursupport?'-Perceptionsofacademicstaffsupportingthedisseminationofpractitionerresearch

Focus:Beyondtheexpectationthatacademicstaffwillmodelresearchoutputcapabilities(Murphy,2017),manyacademicstaffwanttohelppractitionerresearchersdisseminatetheirresearch.Theapproachisonewhichcontributestoevidence-basedpractice,ensuringinvestmentofschoolresourceswherethedesiredeffecthasbeenproven(Davis,1999;Kratochwilletal,2013).Thisroundtableexplorestheinitialfindingsfromastudyofacademics’perceptionsof(1)thefeasibilityofdiscussionsbetweenthemselvesandpractitionerresearchersregardingthenatureofthatsupportand(2)theissuesacademicsencounterwithregardtosupportprovision.Researchapproach:Thediscussiondrawsupontheinitialfindingsderivedfromananalysisoftheperceptionssharedby20academicsbasedwithin11educationinstitutes/departments.Keyfindingsandsignificance:Thestudyhighlightsthecomplexityofthesupportrole,indicatingmanyacademicshavesoughttoengagepractitionerresearchersindialogueregardingtheirsupportneeds,andcontinuedtousethisapproachevenwhenithasprovenunsuccessful.Thestudyidentifiesnumerousfactorsinfluencingsupportprovision,includingalegacyassociatedwithfulfilmentofthestudent:tutorrole.NotingtheinfluenceoftheoperatingpracticeswithintherespectiveHigherEducationInstitutions,academicsareidentifiedtobeinfluencedbytheperceptionstheyholdinrelationtothesupporttheyreceivedatasimilarpointintheirresearchcareer.Davis,P.(1999).WhatisEvidence-BasedEducation?BritishJournalofEducationalStudies,47(2)108-121

Kratochwill,T.,Hitchcock,J.,Horner,R.,Levin,J.,Odom,S.,Rindskopf,D.andShadish,W.(2013).Single-caseinterventionresearchdesignstandards.RemedialandSpecialEducation,34(1),26-38.

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Murphy,T.(2017).RevisingtheResearchExcellenceFramework:EnsuringqualityinREF2021,ornewchallengesahead?Perspectives:PolicyandPracticeinHigherEducation,21(1),34-39.

ProfessorHazelBryanUniversityofGloucestershire,EnglandPaperRadicalisationandtheTeacher:professionallearninganddevelopmentneedsinlightofthePreventDuty2015andCounter-TerrorismandSecurityAct2015

TheCounter-TerrorismandSecurityAct2015placesastatutorydutyonpublicbodies-includingschools-tohave“dueregardtotheneedtopreventpeoplefrombeingdrawnintoterrorism”(DfE,2015,part5,chapter1,section26-1).The‘RevisedPreventDutyGuidanceforEnglandandWales’statesthat“Schoolsshouldbesafespacesinwhichchildrenandyoungpeoplecanunderstandanddiscusssensitivetopics,includingterrorismandtheextremistideasthatarepartofterroristideology,andlearnhowtochallengetheseideas”(DfE,2015,p.11).Ontheonehandthen,schoolsarepresentedwiththestatutoryrequirementtoprovideopportunityforpupilstodiscussextremistideas,whilstontheotherhavingclearmechanismstoidentify(andrefertoChannel)thoseatriskofradicalization.ThisresearchexplorestheprofessionallearninganddevelopmentneedsteachersarenowidentifyingastheyfulfiltheirPreventDuty.

ProfessorHazelBryan1DrBobBurstow2

1UniversityofGloucestershire,2KingsCollege,London,EnglandEthicsinclose-to-practiceresearch

Focus:Thenotionofthe‘teacherasresearcher’hasbeenintheeducationlexiconsinceStenhousefirstcoinedthephrasein1975,andwhilstteachershavelongengagedinvaryingdegreesofresearch,school-basedresearchiscurrentlyenjoyingsomethingofarenaissance.Whilstfullysupportiveofcurrentschool-basedresearchinitiatives,theResearchEthicsGroup(establishedbymembersoftheCouncilofChurchUniversitiesandColleges)becameconcernedabouttheplaceofethicsinschool-basedresearch.ResearchApproach:BuildingonresearchundertakenbyBurstowandBryanoverthelastfouryearsthathashighlightedadearthofunderstandingorengagementwithresearchethicsinschoolsthisempiricalresearchengageswithapprox.100schoolstoexplorethewaysinwhichresearch-activeschoolsareawareof,andusing,ethicalguidanceintheirresearchpractices.Significance:TheResearchEthicsGroup,includingthe100participatingschools,areusingtheresearchfindingstodevelopanartifactthatwillsupportteachersindevelopinganunderstandingofhowtoresearchethically.

Dr.RameshChandAssociateProfessorCRCollegeofEducationHisar,IndiaPaperInter-professionallearningbetweenteachereducatorsandschool-teachers.

Focus: The aim of this paper is to study the teaching style ofteachers, learning-style of the students and the impact of socio-economic status on the learning of the students. The data wascollectedfrom30schools.Research Approach: Semi-structured Interview and observationtechniqueswereusedtocollectdata.Theresultsshowthatmostthe teachers are using traditional chalk and talk teaching style.Creative and critical thinking is not developed and there isemphasison content transmission. The teacher-educator trainedthe school teachers and supervised their teaching. Suitablefeedbackwasprovidedtothem.Studentsbelongingtolowsocio-economicstatushavenoinclinationtowardslearning.Theschoolteachers shared their teaching style students’ learning style, andadministrativeproblems.Significance:Teachereducatorstoolearntaboutthegapbetweentheory and practice and the problems faced by school teachers.

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Suchcollaborativeeffortsenhancedtheprofessionaldevelopmentofallstakeholders.Barr,H.(1994).PerspectivesonSharedLearning.London:CAIPE.Barr,H.(1998).Competenttocollaborate:towardsacompetency-basedmodelforinter-professionaleducation.JournalofInter-professionalEducationandCare.181-188.

Barr,H.,Hammick,M.,Koppel,I.andReeves,S.(1999).Evaluatinginter-professionaleducation;twosystematicreviewsforhealthandsocialcare.BritishEducationalResearchJournal25(4)533-545.

LeoChiversUniversityofHertfordshire,EnglandPaperSharedHorizons:Learningintheinter-zoneofinter-professionalworkingforchildren

Focus:Thepost-EveryChildMatters(ECM)(DfES2003)climateforChildren’sServicescansaidtobeoneofuncertaintyinthesector.This includes professionals who ‘cross multiple types ofboundariesandtoshareideasandinsights’(Wenger,McDermott,etal.,2002:123).Research approach uses phenomenology to explore howinteractionsbetweendifferentprofessionalsareexperiencedandhowtheylearnwithinandfromtheseencounters.Anontologicalfocusisappliedtoexploreprofessionallifeinaholisticway.Datacollectioninvolved‘livedexperienceaccounts’(vanManen1990),interpretative interviews and focus groups, capturing authenticprofessionalvoices.Keyfindingsandsignificance:interpretativedataanalysishasledto insights into complex, (inter)-professional work and learning.Practiceimplicationsincludesuggestionsforcollaborativelearningand arts-based inquiry to develop Interprofessional (IP) practice,emphasisingthesignificanceofthephenomenologicalattitudeforpractice research. It argues that the approach offers vitallyalternative perspectives to the dominant discourse thatentrenches performative accountability, enabling diverseprofessionalstodevelopsharedhorizons.DfES(2003).EveryChildMatters(Cm.5860).London,HMSO.vanManen,M.(1990).Researchinglivedexperience:Humanscienceforanactionsensitivepedagogy.London,Ontario:StateUnivofNewYorkPr.

Wenger,E.,R.A.McDermottandW.Snyder(2002).Cultivatingcommunitiesofpractice:Aguidetomanagingknowledge.HarvardBusinessPress.

MikeColdwell;DrBronwenMaxwellSheffieldHallamUniversity,England

Paper

Logicmodelsineducational

CPDevaluation:agroundedcritique

Focus:Theuseoflogicmodels(Rodgers,2008)tolayouttheprocessstepsfrominputstooutcomesofprogrammeshasbecomeubiquitousinsocialpolicyevaluation.Inrecentyears,theyhavebecomeofmoreinterestineducationastheyhavebeenpromotedbypolicymakersandfunders.Yettheuseoflogicmodelshasbeenquestionedonthegroundsthattheycangiveaveneeroftheoreticalsophisticationtoasimplistic,instrumentalistperspectiveonthesocialworld(AstburyandLeeuw,2010).Inthispaper,wereflectonourexperienceoflogicmodelsinourevaluationpractice.ResearchApproach:AfocusedcriticalreviewofevaluationsofCPDimplementationexaminingofthebenefitsandlimitationsofsuchmodels,theirunderlyingassumptionsandtheirtheoriesofactionorchange.Significance:Weconcludethatiftheissuesraisedherearesurfacedandaddressed,logicmodelscanbeuseful,butthey

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requirecarefulforethought.Astbury,B.andLeeuw,F.L.,2010.Unpackingblackboxes:mechanismsandtheorybuildinginevaluation.AmericanJournalofEvaluation,31(3),363-381.

Rogers,P.J.,2008.Usingprogrammetheorytoevaluatecomplicatedandcomplexaspectsofinterventions.Evaluation,14(1),29-48.

DrMarkConnolly1EmmajaneMilton2DrAndrewJamesDavies3DrRhianBarrance4

1,2,4CardiffUniversity;3AberystwythUniversity;RoundtableHeadteacherrecruitment,retentionandprofessionaldevelopmentinWales:challengesandopportunities(andmaybesomeinter-professionalsupportandlearning)

Focus:Thispresentationreportsonaqualitativestudyoftheviewsandperceptionsof22Headteachersand6DeputyHeadteachersonthesuccessionplanning,recruitment,retentionandprofessionallearningforHead-teachersinWales.Researchapproach:Semi-structuredinterviewswereconductedwithbothHeadteacherandDeputyHeadteachers.Thedatawastranscribedandanalysedusinganinductiveapproach.Keyfindingsandsignificance:Keythemesemergedincluding:thechangingnatureoftheHeadteacherrole;thecomplexityofrecruitmentinahighstakesenvironmentandincreasedaccountabilitywithoutsufficientsystematicsupport.Theoreticallyinformedrecommendationshavethenbeenderived,presentingopportunitiesthatcouldbeexploredforinter-professionalsupportandlearningforincomingandnewlyestablishedHeadteachers.Effectiveandskilledmentoringiscentraltotheserecommendations.Thestudyaddressestheunder-researchedareaofchallengesaroundHeadteacherrecruitmentinWales.TherecommendationsprovideastructureforconsortiaandlocalauthoritiestosupportHeadteacherrecruitment,inductionandprofessionallearningstrategies.

SuzanneCulshawUniversityofHertfordshire,EnglandWorkshopExploringwhatitmeanstobestrugglingasateacher

Focus: This workshop introduces my conceptualisation ofstruggling. We consider how collage can encourage visualthinking(Marshall,2007)byexploringcollageswhichexpresstheexperienceofstruggling.Struggling is a term found in several contexts, not least in theeducation sector. The literature looks at struggling readers,struggling schools and on occasion struggling teachers wherestrugglingisequatedwithpoorperformanceorincompetence(egTucker, 2001; Yariv, 2009). Often the research focusses on theperson supporting the struggler rather than the strugglerthemselves(egYariv&Kass,2017).Thisstudyhasteachers’ownaccountsoftheirexperienceofstrugglingatitsheart.Researchapproach:attendeeswillhavetheopportunitytolookathow my research participants expressed their experience ofstruggling using collage; a discussion about what the collagesmightmeanwillfollow.Key findings: awareness of the complexity of struggling; someunderstandingofcollageasaresearchmethod;anappreciationofapossiblecommonalityofexperienceinothersectors.Marshall,J.(2007).Imageasinsight:Visualimagesinpractice-basedresearch.StudiesinArtEducation,49(1),23–41.

Tucker,P.(2001,February).HelpingStrugglingTeachers.EducationalLeadership,52–55.

Yariv,E.(2009).Principals’informalmethodsforappraisingpoor-performingteachers.EducationalAssessment,EvaluationandAccountability,21(4),283–298.

Yariv,E.,&Kass,E.(2017).Assistingstrugglingteachers

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effectively.EducationalManagementAdministration&Leadership,174114321772532.

DrCarolineDaly1EmmajaneMilton2

1UCL,InstituteofEducation;2CardiffUniversityRoundtableExternalmentoringfornewteachers:mentorlearningforachangeagenda

Focus:Thispresentationreportsonaqualitativestudyofthelearninganddevelopmentof70externalmentorsaspartofanationalinitiativeaimedatschoolimprovementinWales.Researchapproach:Themanifestandlatentthemesofexternalmentorlearninganddevelopmentwereidentifiedbyadoptinganarrativemethodologythatelicitedaccountsofexternalmentors’learningexperiences.Analysiswasundertakenusinganinductiveapproach.Keyfindingsandsignificance:Fourkeythemesemergedindicatingthecomplexityoftransitiontotheexternalmentoringroleinahigh-stakescontext.Fromthese,eighttheoretically-informedprincipleswerederivedwhichsupportmentorstoembraceuncertaintyasessentialtotheirlearninganddevelopment,andtoharnessthepotentialtheybringasboundary-crossers.Thestudyaddressestheunder-researchedareaofthelearninganddevelopmentofexternalmentorsatanationalscale.Theeightprinciplesprovideafoundationformentordevelopmentprogrammesthatcansupportambitiousmentoringgoals.Daly,C.andMilton,E.(2017)Externalmentoringfornewteachers:mentorlearningforachangeagenda,InternationalJournalofMentoringandCoachinginEducation,6,3,178-195,https://doi.org/10.1108/IJMCE-03-2017-0021

Prof.LindaEvansUniversityofManchester,EnglandProfessionaldevelopmentandleadership:Aretheythesamething?What–ifanything–distinguishesthem?

Focus:Asuperficialglanceatprofessionaldevelopmentandleadershipmightsuggestthatthey’requitedifferentthings.Thecloseroneexaminesthem,however,themoreitbecomesapparentthatthetwoconceptssharemanycommonelements,andanydistinctionbetweenthembecomesobscured.Addressingthetwoquestionsinitstitle,thispaperpresentssuchanalysis.Researchapproach/innovation:Thisispredominantlyaconceptualanddiscursivepaper,supplementedwithillustrativeresearchdata-extractsfrominterviewswithschoolteachersandacademics.Themainargumentrepresentsanincrementalpoint-by-pointcomparisonofthetwoconcepts’definitions,constituentelementsandprocessualdimensions(aspresentedinEvans,2014;2018,forexample),inordertouncoverinwhatrespects–ifatall–theyaredistinctfromeachother.Keyfindingsandsignificance:Professionaldevelopmentisfoundtooverlapandbeverycloselyalignedwith,whileyetbeingsubtlydistinctfrom,leadership.Bothareformsofagencythatinvolveinfluence,butwhileleadershipisdependentuponinterpersonalagency(Gronn,2002),professionaldevelopmentmaybederivedfromothersourcesofinfluence.Thepaper’soriginalanalysisishighlysignificantinaugmentingthefield’sknowledgebase,throughconceptualclaritythatexposesthecomplexityofprofessionallearninganddevelopment.Evans,L.(2014)Leadershipforprofessionaldevelopmentandlearning:enhancingourunderstandingofhowteachersdevelop,CambridgeJournalofEducation,44(2),179-198.

Evans,L.(2018)ProfessorsasAcademicLeaders:Expectations,enactedprofessionalismandevolvingroles,London,Bloomsbury(inpress)

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Gronn,P.(2002)Distributedleadershipasaunitofanalysis.TheLeadershipQuarterly,13(4):423-451.

Dr.FayyazAhmadFaize1,AssistantProfessorDr.MuhammadArshadDahar2

1HeadofHumanitiesDepartment,COMSATSInstituteofInformationTechnology,Islamabad,Pakistan.2PerMehrAliShahAridAgricultureUniversity,Rawalpindi,Pakistan.PaperInvestigatingthequalityofwrittenandoralargumentationwithuniversitystudents

Focus:Theuseofscientificargumentationisfoundeffectiveinenhancingstudents’conceptualunderstanding,developingcriticalskillsandimprovingtheiracademicperformance(Nussbaum2011).However,introducingargumentationischallengingwithstudentscommonlytaughtthroughtraditionalmethods(Faize,2015).Anotherproblemusuallyencounteredbystudentsisthewritingofargumentationreports(Foong&Daniel,2013).Researchapproach:Thepresentstudyaimedtoexplorethequalityofargumentconstructedbyuniversitystudentsthroughoralandwrittenargumentationreportsandtheireffectonstudents’academicperformance.Thesampleforthestudywasselectedfromtwosectionsofundergraduatestudentsofbio-sciences.Boththesectionswereguidedandpracticedwithargumentationmethodfortwomonths.Onesectionwasevaluatedthroughwrittenargumentationreportsandthesecondthroughoralargumentationdialogueswhichwereaudio-recorded.Theoralargumentationwasconvertedtowrittenreportsandcodedbytheresearchers.Theargumentationreportsofboththesectionswereanalysedusingattest.Keyfindings:Therewassignificantdifferenceinthequalityofargumentationreportsofboththesections.Theacademicperformanceofstudentswithwrittenargumentationreportwassignificantlybetterthanstudentswithoraldrill.Significance:Thefindingsofthestudyprovideusefuldataforteachersandteachertrainersaboutincorporatingargumentationintheirteaching.Faize,F.A.(2015).IntroducingArgumentationatHigherEducationinPakistanParadigmofTeachingEthicbasedTopics.FWUJournalofSocialSciences,9(1),8–13.

Foong,C.,&Daniel,E.(2013).Students’argumentationskillsacrosstwosocio-scientificissuesinaConfucianclassroom:Istransferpossible?InternationalJournalofScienceEducation,35(14),2331–2355.

Nussbaum,E.M.(2011).Argumentation,dialoguetheory,andprobabilitymodeling:Alternativeframeworkforargumentationresearchineducation.EducationalPsychologists,46(2),84–106.

DrEwanInglebyTeessideUniversity,EnglandPaperReadingbetweenthelines:TheconsequencesofperformativityfortheprofessionaldevelopmentofeducatorsinschoolsinEngland.

FocusThispaperconsidersthefindingsofresearchfundedbyInnovateUK’ontheorganisationalcultureofschoolsinEngland,Theconsequencesof‘resultsdriven’targetsforCPDareexploredindevelopingakeythemeofthisyear’sconference:thecomplexityofprofessionallearning.Researchapproach:Theresearchcomesfromamixedmethodsstudy(survey,focus-groupandinterviewdata).TheresearchparticipantsareheadteachersandschoolbusinessmanagersfromprimaryandsecondaryschoolsinEngland.Thepresentationofkeyaspectsofschools’organisationalcultureinEnglandin2017isinnovativeandoriginal.Keyfindingsandsignificance:Thefindingsrevealthatanemphasison‘targets’and‘performance’resultsinfeweropportunitiestothinkaboutthecurriculumandprofessionaldevelopmentinwaysthatareinnovativeandcreative.ThepaperappliestheworkofBernstein(2000),Gibb(1987)andVermunt(2016)inexploringtheconsequencesforprofessionaldevelopment.

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Bernstein,B.,(2000)Pedagogy,SymbolicControlandIdentity.Lanham,MD:RowmanandLittlefield.

Gibb,A.A.1987.Enterpriseculture-itsmeaningandimplicationsforeducationandtraining.JournalofEuropeanIndustrialTraining,11(2),2-38.

Vermunt,J.D.,2016.Keynoteaddress.PresentedattheIPDAconference,25-26November,Stirling,UK.

Dr.ColeenJackson,ProfessorHazelBryan.CJSolutions,UniversityofGloucestershire,EnglandWritingforpublication

ThisQ&Aworkshopisdesignedforthosemovingtowardstheirfirstpublications.Itwillgiveadviceonhowtoconstructarticlessothattheymeetpublicationcriteria,andincludeinformationabouttheforthcomingIPDAjournal,PRACTICE

DrManpreetKaurPartapCollegeofEducation,Ludhiana,Punjab,IndiaPaperInter-professionalcollaborationinProfessionalJourney:workingtogetherforabetterfuture

Focus:Theaimofthisstudyistoinvestigatehowvariousco-locatedlearningprofessionals,includingschoolteachers,schoolprincipalsandteachereducatorscollaborateforbetterfutureofacountry.Thearticlefocusesonhowcollaborationbetweenteachereducators,schoolleadersandschoolteacherscanpromoteprofessionaldevelopmentinteachereducatorsandschoolteachers.ResearchApproach:Thisisaqualitativedescriptivecasestudyusingopen-endedandsemi-structuredqualitativeinterviews.Keyquestionsare:1)howvariouslearningprofessionalssharepedagogicalknowledge2)whatcanbeplausibleapproachesforcollaboration3)howdotheynegotiatetheirprofessionalidentityincollaborativework?Keyfindingsandsignificance:Thefindingsrevealthatcollectivecollaborativelearningisapositiveformofenhancingtheprofessionaldevelopmentofteachersandbothstructureandcultureshouldinteractwhenfosteringdevelopmentinvariouslearningprofessionals.Thestudyalsoshowsthattheteachereducators’researchcompetencecanenhancedevelopmentandlearningbothinteachereducatorsandinschoolteachers.Further,thisstudyfoundthatprofessionalswereconfidentandcompetentaboutinvolvingotherstoparticipateinallaspects.Someissuesofpowerandstatusdifferentialswerefoundtoexistamongschoolteachersandteachereducators.Leeman,Y.,Koeven,E.,&Schaafsma,F.(2017).Inter-professionalcollaborationinactionresearch.EducationalActionResearch.http://dx.doi.org/10.1080/09650792.2017.1301827NandanM.,LondonM.(2013).Interdisciplinaryprofessionaleducation:Trainingcollegestudentsforcollaborativesocialchange.EducationandTraining,55(8/9),815-835.

Postholm,M.B.(2016).Collaborationbetweenteachereducatorsandschoolstoenhancedevelopment.EuropeanJournalofTeacherEducation,39(4)452-470.

DrFionaKing1ProfessorMargeryMcMahon2

1DublinCityUniversity,Ireland;2UniversityofGlasgow,Scotland

Focus:Aroundtheworldcurriculaforteachereducationhavebeenredesignedtoprovidenewteacherswiththeprofessionalknowledge,skillsandcompetencesneededtoalignwiththeincreasingpaceofchange.Centraltothisistherecognitionofthecriticalroleofeffectiveschoolleadershipandapolicyfocusondevelopingleadershipatalllevels(ScottishGovernment,2011).Inmanycontextsprogrammesandinitiatives,bothformaland

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PaperLeadershiplearningininitialteachereducation

informal,topromoteandsupportteacherleadership,havegrown.However,itsplaceininitialpreparationprogrammesisgivenlittleattention(King,2017;Pucella,2014).Researchapproach:Thepaperdrawsfromtworecentinitiativestoembedleadershiplearningininitialteachereducationprogrammes.AcasestudyfromtheIrishcontextwillreportonresultsfromaqualitativestudywhichemployedBond’s(2011)theoreticalframeworkforpreparingpreserviceteacherstoexerciseteacherleadershipforinclusion.Therecentintroductionofanew‘LeadershipforLearning’ElectiveforfinalyearstudentsintheScottishcontextisdiscussed.Resultsstronglyargueforunlockingthepotentialforleadershiptobeginwithstudentteachers.Keyfindings:Thepaperconcludesbyarguingforthatthecontinuumforleadershiplearningthatissetoutinleadershipframeworksandstrategiesrequiresrevisiontobuildleadershipcapacityfromtheinitialphase.Bond,N.(2011).‘Preparingpreserviceteacherstobecometeacherleaders.’TheEducationalForum,75(4),280-297.

King,(2017,forthcoming)‘Evolvingperspective(s)ofTeacherLeadership:AnexplorationofTeacherLeadershipforinclusionatpreservicelevelintheRepublicofIreland.’InternationalStudiesinEducationalAdministration,45(3).

Pucella,T.,J.,(2014)NottooYoungtoLeadTheClearingHouseAJournalofEducationalIssues,StrategiesandIdeas87.1.

ScottishGovernment(2010)TeachingScotland’sFuture–ReportofareviewofteachereducationinScotland(DonaldsonReport).ScottishGovernment:Edinburgh.

AssistantProfessor,Dr.FionaKing;AssociateProfessorDr.OrlaNíBhroin;Dr.AnitaPruntyDublinCityUniversity,IrelandPaperTheComplexityofIrishpolicyandpracticeforinclusiveeducation:Implicationsforprofessionallearning

Focus:ThispaperexplorestherecentshiftinIrishpolicytowardsamoreinclusivemodelofprovidingadditionalsupporttoschools(DES,2017)andimplicationsforteacherprofessionallearning(Travers,2017).Researchapproach:Wewilldrawonfindingsfromamixed-methodsstudywhichexploredimpactofprofessionaldevelopmentonspecialeducationteachers’professionallearning.Keyfindingsandsgnificance:Whiletheseteacherssharedtheirnewknowledgeandskillswithsometeacherstheylackedconfidencetoenhancethecapacityofclassteacherstomeettheneedsofalllearners.Equallyprincipalsrecognisedtheexpertiseoftheseteachersbutdidnotfostercollaborativeculturesorempowerthemtoenhancethecapacityofallteachersintheschool.Thispaperarguesforunpackingthecomplexityofpolicyinrelationtoteachers’professionallearningattheearlystagesofimplementationsothattheprovisionofadditionalsupporttoschoolscanresultingreaterinclusion.DepartmentofEducationandSkills(2017)Circular0013/2017.SpecialEducationTeachingAllocation,Dublin:DES.

Travers,J.(2017)DoestheNewModelforSpecialEducationTeacherAllocationinIrelandReachtheEquityBar?REACHJournalofSpecialNeedsEducationinIreland,30(2),101-105.

AndréKoffeman;Dr.MarcoSnoek

Focus:Thispapertakesasastartingpointtheideathatteacherprofessionallearningcanbeunderstoodastheresultoftheteachers’confrontationsandinteractionswithandwithintheir

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AmsterdamUniversityofAppliedSciences,NetherlandsPaperIdentifyingcontextfactorsasasourceforteacherprofessionallearning

professionalcontexts(Akkerman&Bakker,2011;Beijaard,Verloop,&Vermunt,2000;Kelchtermans,2012).Researchapproach:Thenatureofthesecontextsisexploredthroughareviewoftheliteratureandbyananalysisofteacherlearningautobiographiesandlearnerreports.Keyfindings:Thefindingssuggestthatthreecontextscanbeidentified:apersonalpracticedomain,asocialdomain,andatheoreticaldomain,andthatconfrontationscanbeplannedaswellasunplanned.Significance:Understandingthewaysinwhichthecontextdeterminesprofessionallearningcanhelptopromoteitinspecificareas.Thepaperformsthefirstphaseofalargerresearchproject,aimedatthedevelopmentofareflectiontoolforteachers.Akkerman,S.F.,&Bakker,A.(2011).Learningattheboundary:Anintroduction.InternationalJournalofEducationalResearch,50(1),1–5.

Beijaard,D.,Verloop,N.,&Vermunt,J.D.(2000).Teachers’perceptionsofprofessionalidentity:anexploratorystudyfromapersonalknowledgeperspective.TeachingandTeacherEducation,16(7),749–764.

Kelchtermans,G.(2012).DELERAARALS(ON)EIGENTIJDSEPROFESSIONAL.Reflectiesoverde“moderneprofessionaliteit”vanleerkrachten.KULeuven:CentrumvoorOnderwijsbeleid,-vernieuwingenlerarenopleiding.

VijayKumarPartapCollegeofEducationLudhianaIndiaPaperVijayKumarAttitudeandthevision-Thebigcomplexitiesoftheprofessionalandinterprofessionallearning

FocusThequalityofsocietyandit'sdevelopmentdependsuponthequalityofeducationandthequalityofeducationinturndependsuponqualityofteachereducation(professionals).Theattitudeofprofessionalsandtheirvisiontowardsinter-professionallearningisthebigcomplexityofthelearners.Thethinlinebetweenthetwoisbecomingthickerduetopoorstructureofthelearningsystem.Thefocusofthestudyistofindthereasonsoftheshortcomingsinlearningwhichwidensthegapofprofessionallearningbyinterprofessionallearning.ResearchApproach-observationmethod;questionnaireandinterviewmethodhadbeenadoptedFindings-attitudeoftheprofessionallearnersandthevisiontowordtheinterprofessionallearningarethekeyfactorswhichinfluencethelearningsystem.Significance:ThestudycanfurtherbeusedtomodifythebehavioursofthelearnersandenlightenthemindsofNewlearnersandtheresearcherstoinnovatethenewideastodevelopthelearningsystem.

HilaryLee

UniversityofHertfordshire,England

PaperAnexplorationofthewaysinwhichteachersnavigatetensionsintheirprofessional

Focus:Theresearchexplorestheexperiencesofmotivatedandsuccessfulteachers.Itprovidesinsightsintothecomplexcontextswithinwhichteachersworkandthewaysinwhichtheymanagethiscomplexity.Researchapproach:Theresearchusesadaptivetheory(Layder,1994)toanalysesubjectiveexperiencealongsidepre-existingtheoriestoreveallinksbetweenteachers’actionsandthestructureswhichaffectthem.Theresearchconsistsofin-depthinterviewswithsixteachersoveroneyear.Keyfindings:Theteachersdemonstratecuriosityandcritical

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lives awarenessoftheissuesineducation(Bottery,2006).Theyhaveadeepunderstandingoftheirownvalues(Kelchtermans,2005)andareabletopositionthemselveswithintheprofessionandtheirorganisation(Vähäsantanen,2015).Thisenablesthemtotakepositiveactionratherthanmerelycopewiththechallengestheyface.Significance:Thefindingshaveimplicationsforteacherdevelopmentprogrammesandthewaysinwhichtheyenableteacherstoshapetheirownprofessionallives.Bottery,M.(2006)EducationandGlobalization:redefiningtheroleoftheeducationalprofessional.EducationalReview,58(1),95-113.

Kelchtermans,G.(2005)Teachers’emotionsineducationalreforms:self-understanding,vulnerablecommitmentandmicropoliticalliteracy,TeachingandTeacherEducation,21,995-1006.

Layder,D.(1994)UnderstandingSocialTheory.London:Sage.Vähäsantanen,K.(2015)Professionalagencyinthestreamofchange:Understandingeducationalchangeandteachers'professionalidentities.TeachingandTeacherEducation,47,1-12.

DrHelenLewisDrJaneWatersUniversityofWalesTrinitySaintDavidPaperRecord,re-examineandreflect:howdialoguebasedonvideoreflectioncansupportteachers’professionallearning.

Focus:Thisstudyconsideredtheimpactofvideoreflectiononteachers’professionallearning,withafocusonclassroominteraction.Ineffectivesettings,teacherssupportchildren‘slearningthroughhigh-qualityinteractions(Sylvaetal,2004),yetsuchinteractionsmaynothappenfrequently(Siraj-Blatchfordetal,2008).Furthermore,researchindicatesthateffective,criticalreflectionischallenging,withatendencyforteacherstofocusontechnicalaspectsofpedagogy,whichmaybelesseffectiveintransformingpractice(MuirandBeswick,2007).Researchapproach:Takingapragmatic,mixed-methodsapproachthestudyexploredwhetherreflectivedialogueaboutvideooftheirnormalclassroominteractionsupportedsixteacherstodevelophigh-qualityinteractionandcriticalreflection.Keyfindings:Eachteacherre-examinedanddeepenedtheirreflectionswhenusingvideocomparedtoreflectionsbasedonmemoryalone.Theteachersidentifiedprofessionaldevelopmentalaspirationsbasedontheirvideoreflection,andwereabletoputtheseintopractice.Muir,T.,Beswick,K.(2007).StimulatingReflectiononPractice:UsingtheSupportiveClassroomReflectionProcess,MathematicsTeacherEducationandDevelopmentSpecialIssue8:74-93.

Siraj-Blatchford,I.,Sylva,K.,Muttock,S.,Gilden,R.,Bell,D.(2002).ResearchingEffectivePedagogyintheEarlyYears,DfESResearchReport356.London:DfES.

Sylva,K,Melhuish,E.,Sammons,P.,Siraj-Blatchford,I.,Taggart,B.(2004).TheEffectiveProvisionofPre-schoolEducation(EPPE)Project:FinalReport,Nottingham:DfESPublications.

EmmajaneMilton1DrCarolineDaly2ProfKenJones3DrAndrewJamesDavies4DrFrancesLangdon5

Focus:Welshpolicy-makinghasfocusedontheinductionandmentoringofNQTs.FurtherexplorationisrequiredtosupportNQTsandenablesystemimprovement.Researchapproach:AdaptingtheLangdonComprehensiveInductionandMentoringSurvey,datapresentperceptionsof

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DrMelaniePalmer6

1Cardiff2University,WalesUCL,InstituteofEducation,England.3UniversityofWalesTrinitySaintDavid,Wales4AberystwythUniversity,Wales5UniversityofAuckland,NewZealand6King'sCollegeLondon,EnglandRoundtableAnationalsurveyofinductionandmentoringinWales:complexitiesandimplicationsforprofessionallearning

inductionandmentoringheldwithinWelshcommunitiesofpractice.Ninety-ninerespondents(schoolleaders,mentors,newandexistingclassroomteachers)weredrawnfromacrossWales,representingbothurbanandruralschoolsofdifferingsocio-economicstatus.Keyfindings:Leadershipisthemostimportantfactorincontributingtoculturesinwhichinductionandmentoringareenacted,evenwhenschoolsocioeconomicstatusisaccountedfor.Thecomplexitiesofthisarediscussed.Significance:Stakeholders’combinedvalues,understandingsandpracticescanbearguedtoconstitutethecapacitybuildingpotentialwithinWelshschoolstosupportteacherdevelopmentandimprovelearningoutcomes.

StuartMitchell1KevinCrimmons2HelenHolder3

1,2BirminghamCityUniversity3WolverhamptonUniversity,EnglandWorkshopTheprofessionalidentityofHealthandEducationacademicsunpickedusingBernstein’scode

Focus:Consideredfromtheperspectiveofhealthcareandeducationprofessionals,theworkshopanalysesourprofessionaldevelopmentinanacademicsetting.Researchapproach/Innovation:This‘live’constructionisbasedonthedifferentpathsandexperiencestolearningandidentityfromwithinourmulti-professionalenvironment.Whilewepresentdifferingperspectivestoouridentities,weareatthesametimetobefoundworkinginthesameenvironmentperformingsimilarroles.Weinvestigatethesimilaritiesanddifferencesbetweenourvocationalprofessions,comparingtheseto‘academic’subjectareasasameasureofcontrast,usingBernstein`stheorytounpickandunderstandourprofessionalidentities.Keyfindingsandsignificance:WemakeuseofBernstein’s(2000)notionsofclassificationandframingtoexploreourexperienceofworkinginanacademicsetting,attemptingtomakesenseofour‘vocationalhabitus’andthe‘disrupted’processofprofessionalidentityformation(ColleyandJames,2005)withaviewtoprovidingastartingpointforourowndevelopingresearchinquiry.Bernstein,B.(2000)Pedagogy,SymbolicControlandIdentity:Theory,research,critique.Revisededition.Oxford:RowmanandLittlefield

Colley,H.&James,D.(2005)Unbecomingtutors:Towardsamoredynamicnotionofprofessionalparticipation.PaperpresentedatChangingteacherroles,identitiesandprofessionalism,King’sCollegeLondon,May16.

DrAlexandraMorgan1,DrCarolineDaly2,MsEmmajaneMilton*,MrGwynJones3andDrDamianDonnelly1

1SchoolofSocialSciences,CardiffUniversity,Wales2InstituteofEducation,UniversityCollegeLondon,England,3SchoolofEducation,Bangor

Focus:ThisqualitativestudyanalysedthereflectionsofExternalMentors(n=45)ontheirexperienceofsupportingearlycareerteachers(ECTs)undertakingaclassroominquiryprojectaspartof,theMastersinEducationalPracticeprogramme,anationalinitiativeaimedatschoolimprovementinWales(DalyandMilton,2017).Researchapproach:Focusgroupdata,mentorcontributionsduringtrainingfocusedonsupportingstudentstoundertaketheirclassroominquiryprojectsandinterviewswithmentorsweredocumentedastextualdataandanalysedusinganinductiveapproach.

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University,WalesPaperMentoringforclassroominquiry:From‘narrativesofvalidation’todeeper,criticalexaminationofpedagogyandprofessionallearning.

Keyfindingsandsignificance:Emergingthemesidentifythatmentors(i)outlinedtheirroleof‘educatively’mentoringECTs(LangdonandWard,2015)ascrucialinsupportingthedevelopmentofadeepandcriticalexaminationofpedagogyandprofessionallearning(ii)valuedtheexperienceofmentoringforclassroominquiryasareciprocallearningprocess.Implicationsforundertakingclassroominquiryandthedevelopmentofmentoringexpertisetosupportthisarediscussed.Daly,CandMilton,E.,(2017).Externalmentoringfornewteachers:mentorlearningforachangeagenda.InternationalJournalofMentoringandCoachinginEducation,6(3),178-195.

Langdon,F.andWard,L.,(2015).Educativementoring:awayforward.InternationalJournalofMentoringandCoachinginEducation,4(4)240-254.

JudithPenikett1EmmajaneMilton2DrCatherineDaly3

1,2CardiffUniversity,Wales;3UCLInstituteofEducation,EnglandPaperWelshmentorreflectionswhenconcludinglongtermmentoringrelationships:opportunitiesforlearning,growthandreflection

Focus:Whydoesclosureinamentoringrelationshipmatter?Thispaperpresentsthecomplexities,atthepointofclosurein(multiple)mentoringrelationships,ofbothmentors’engagementwithmentees,andtheimpactonmentorsthemselves.Fewstudieshaveaddressedthecomplexitiesofpracticewithinthisfinalstage.Researchapproach:Basedonqualitativedata,collectedviaareflexiveconfessionalstance,theintentionsofthirtysevenexternalmentorsacrossWaleswereexamined.KeyFindingsandSignificance:Withinmentoringpracticekeybehavioursincludingcelebration,communicationandreflectionbecameevidentastheydisengagedfromthehierarchyofnoviceandexpertandre-alignedtoamorecollegialinterprofessionalrelationship;thisrequiredaplannedtransition.Effectiveclosureplaysacriticalroleinsecuringlongtermbenefitsformentees,andcaninformmentorlearninganddevelopmentprogrammes,andpolicy-makersaboutthecomplexinterprofessionalissuesinvolvedinmentoringwithinhigh-stakeseducationenvironments.Kochan,K.andTrimble,S.B.(2000)‘FromMentoringtoCo-mentoring:EstablishingCollaborativeRelationships’.TheoryintoPractice,39(1),20-28.

Star,J.(2014)TheMentoringManual.Pearson.Zachary,L.J.(2000)TheMentor’sGuideJohnWileyandsons,Inc

DrEmilyPerryProfessorMarkBoylanSheffieldInstituteofEducation,SheffieldHallamUniversity,EnglandPaperAnalysingprofessionaldevelopmentfacilitators'purposes,knowledgeandskills

FocusTheroleoftheprofessionaldevelopmentfacilitator(PDF)iscomplex,encompassingmultipleskills,functions,knowledgesandunderstandings.However,theseaspectsoffacilitators'practicesareunder-researched.Consequently,thereisaneedtodevelopanalyticalconstructstosupportresearchinthisarea.ResearchApproach:Inthisworkshop,wewillcollaborativelyexploreextractsfromtranscriptsofPDFsinavarietyofeducationalcontextstalkingabouttheirpractice.Initially,wewilltakeaninductivethematicapproach.Thenwewillreconsiderthedatathroughavarietyoftheoreticalframes,boththosedevelopedspecificallyinrelationtoPDFs(forexample,PerryandBoylan,2017)andotherspotentiallyapplicablefromtheorisingteachingandteachereducation(forexample,Chauvot,2009;Winch,Onacea&Orchard,2015).Significance:Followingtheseexperiencesofmicro-analysis,wewillreflectonthevalueofinductiveanddeductiveapproachestoanalysisinthiscontextandtheusefulness,ornot,ofthetheoreticalconstructsused.

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Chauvot,J.B.,(2009).Groundingpracticeinscholarship,groundingscholarshipinpractice:knowledgeofamathematicsteachereducator–researcher.TeachingandTeacherEducation,25(2),357–370.

Perry,E.&Boylan,M.,(2017).Developingthedevelopers:supportingandresearchingthelearningofprofessionaldevelopmentfacilitators.ProfessionalDevelopmentinEducation,1-18.DOI:10.1080/19415257.2017.1287767.

Winch,C.,Oancea,A.,&Orchard,J.(2015).Thecontributionofeducationalresearchtoteachers’professionallearning:Philosophicalunderstandings.OxfordReviewofEducation,41(2),202-216.

DrEmilyPerryProf.MarkBoylanDrGillAdamsClaireWolstenholmeDrBronwenMaxwellSheffieldHallamUniversity,EnglandPaperTransnationalprofessionaldevelopmentinEnglishmathematicseducation:Transferortranslation?

Focus:Internationalinfluencesareincreasinglyimportantineducationalpolicy(SellarandLingard2014)inashiftinglandscapeofPISAhighperformingreferencesocieties.Thisinfluencesprofessionaldevelopmentofteachersindirectly,throughshapingpromotedpedagogies,andalsodirectly,throughadoptionofnewformsofprofessionallearningsuchaslessonstudy.Further,programmessuchasthecurrentMathematicsTeacherExchange(MTE)inEnglandpromotetransnationalprofessionaldevelopment(Boylanetal.2016).Innovation:TheMTEinvolvesprimarymathematicsteachersfromEnglandvisitingShanghaiandShanghaiteacherscomingtoEngland,aspartofthepromotionof'teachingformastery'.KeyfindingsandSignificance:Theconceptof'translation'hasbeenimportanttotheoriesofpolicyborrowing(Steiner-Khamsi2014)andknowledgemobilisationbutnotmuchusedinprofessionallearning.WeproblemetisetranslationinrelationtoprofessionallearningandspecificallytheMTEexchangeasaprogrammeaswellasexamplesofitsinfluenceonteachers'practices.Theanalysisprovidestoolsforunderstandingtransnationalinfluencesandalsotranslationinprofessionaldevelopmentmoregenerally.Boylan,M.,Wolstenholme,C.,Maxwell,B.,Jay,T.,Stevens,A.andDemack,S.,2016.EvaluationoftheMathematicsTeacherExchange:China-Englandinterimreport.London:DfE.

Sellar,S.,&Lingard,B.,2014.TheOECDandtheexpansionofPISA:Newglobalmodesofgovernanceineducation.BritishEducationalResearchJournal,40(6),917-936.

Steiner-Khamsi,G.,2014.Cross-nationalpolicyborrowing:Understandingreceptionandtranslation.AsiaPacificJournalofEducation,34(2),153-167.

ClaireRobertsSchoolofNursing&Midwifery,BirminghamCityUniversity,EnglandRoundtableProfessionallearningandfactorsthatmayinfluencetransitionfromoneprofessionalarenatoanother.

Focus:Exploringfactorsthatfacilitatetransitionfromoneprofessionalarenatoanothercouldprovideaninsightintothespecificsupportandguidanceneededtofacilitatesuccess.ResearchApproach:Asmallpilotenquirywasundertaken;takingaqualitativeapproach;withpurposivesampling,semi-structuredinterviewswereconductedtoexploretheexperiencesofqualifiednursescompletingapostregistrationprogrammeofstudy.KeyFindings:Previousexperienceofacademiacaninfluencetransition,withthisbeingeitherapositiveornegativeinfluencingfactor.Lossofprofessionalidentitycanalsooccurduringinitialstagesoftransition,withachangeinprofessionalfocussometimesmakingthelearningexperiencedifficult.Pastoraland

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academicsupportwasacrucialinfluenceonsuccessfultransition.Supportfrompeersalsoprovedinvaluableinfacilitatinglearningandprofessionaldevelopment.Significance:Thisstudyhasprovidedarationaleandfocusforfuture,largerscaleresearch.Futureworkwillexamineinterprofessionallearninginacademiaandfactorsthatmayinfluencesuccesswithaspecificfocusonpeersupport(Duchscher,2008;KumaranandCarney,2014;Teohetal.,2012;Whiteheadetal,2015).Duchscher,J.E.B(2008)TheProcessofBecoming:TheStagesofNewNursingGraduateProfessionalRoleTransitionTheJournalOfContinuingEducationinNursing39(10):410–450;

Kumaran,S.&Carney,M.(2014)Roletransitionfromstudenttostaffnurse:facilitatingthetransitionperiodNurseEducationinPractice14:605-611

Teih,YTE.,Pua,LH.,Chan,MF(2012)Lostintransition:areviewofqualitativeliteratureofnewlyqualifiedRegisteredNurses’experiencesintheirtransitiontopracticejourneyNurseEducationToday13:143-147;

Whitehead,B.,Owen,P.,Henshaw,L.Beddingham,E.,Simmons,M(2015)Supportingnewlyqualifiednursetransition:acasestudyinaUKhospital.NurseEducationToday36(1):58-63

Dr.RakeshSandhu1;Dr.DevinderSinghDhaliwal21Dr.GaneshDasDAVCollegeofEducationforWomenKarnal(Haryana)India;2GuruNanakKhalsaCollegeKarnal(Haryana)India.PaperInter-professionallearningbetweenteachereducatorsandschool-teachers

Focus:Thepresentstudycross-examinestheself-reportedinsightsoftenexperiencedteachersofdegreecollegesinHaryana(India).Theysharedaboutprofessionallearningconfrontationsinfluencingtheirperformanceintheclassroomsubsequentlybeingengagedinseveralprogrammesinordertopressforwardtheteachingquality.Researchapproach:Investigatormadeuseofthesemistructuredinterviewandfocussedgroupdiscussionswiththesampletoobtaininformationfromthecollegeteachers.Significance:Knowingtheprofessionallearningcomplexitiesofcollegeteachershelpinsolvingtheproblemsfacedbythecollegeteachersthroughmutualcollaborationandcooperation.Findings:Theoutcomesshowthattheteachers’professionallearningexperiencesandtheirapproachtoadoptinnovativetechniqueswereoftenobstructedandcontrolledbytraditionaltrainingmethods,whilefunctioningundertheumbrellaofsocallednewprofessionallearningenvironment.Atthesametimeteachersadmittheimportanceofreflectivepracticeandcollaborativeteaching-learning.KeyWords:professionallearning,learningcomplexities,collegeteachers,reflectivepractice.Borko,H.(2004).Professionaldevelopmentandteacherlearning:Mappingtheterrain.EducationalResearcher,33,3-15.

Edwards,A.(2005).Recognisingandrealisingteachers’professionalagency.TeachersandTeaching:theoryandpractice,21(6),779-784.

DrChanderShekharDyalSinghCollege,Karnal,Haryana,IndiaPaperInterProfessionalEducation

Focus:Thegraduatescanbetrainedtoeducatemassesregardingthe immunisation programs, malnutrition awareness campaignsand preventive awareness for the diseases like AIDS, Dengue,MalariaandPolioetc..Research Approach: The sample study was undertaken on 200professionals among doctors, science graduates and engineeringgraduates. All the professional were given inter professional

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andLearning:NeedoftheTimetoOptimizeProfessionalAbilityofthePresentProfessionals

trainingtoenhancetheirskills.KeyFindings:The inter-professionaleducation (IPE)and learning(IPL) will make the graduates capable to contribute for thebettermentofmasses.Theinterprofessionaleducation(IPE)andlearning(IPL)oftheengineeringgraduateswillopentheiravenuesinhealthtechnologyandthehealthindustrywillgetmoretrainedmanpowertoassistinhealthtechnologyfield.Significance: The inter-professional education (IPE) and learning(IPL)willmaketheabilityofallthegraduatesmulti-dimensional.Itwill enhance theuseof the talented youth in different facets oflife.Barr,H.,Freeth,D.,Hammick,M.,Koppel,I.,&Reeves,S.(2005).EffectiveInterprofessionalEducation:Argument,AssumptionandEvidence:Oxford:Blackwell

Barwell,J.,Arnold,F.,&Berry,H.(2013).Howinterprofessionallearningimprovescare.NursingTimes,109(21),14-16.

Gilbert,J.H.,Yan,J.,&Hoffman,S.J.(2010).AWHOreport:frameworkforactiononinterprofessionaleducationandcollaborativepractice.JAlliedHealth,39Suppl1,196-197.

Hammick,M.,Freeth,D.,Koppel,I.,Reeves,S.,&Barr,H.(2007).Abestevidencesystematicreviewofinterprofessionaleducation.BEMEGuide9.MedTeach,29(8),735-751.

PaulineSmith1,RebeccaRaybould2etal.1TheWestMidland’sCPDPartnership,2Curee,EnglandWorkshopCPDStandardPathwayToolforuseinschools,collegesanduniversities

Focus:TheNationalCPDStandardforTeachers’ProfessionalDevelopmentwaspublishedbyDfEin2016.‘TheStandardshouldbeusedbyeveryoneworkingin,andwith,schoolstoraiseexpectationsforprofessionaldevelopment,tofocusonachievingthegreatestimprovementinpupiloutcomes,andtodevelopourteachersasrespectedmembersoftheprofession.’(DfE2016).Thestandardismadeupof5keystrands.Innovation:Inthisworkshop,participantswillbeabletolearnabouttheinnovatoryCPDPathwayToolproducedbytheWestMidland’sCPDPartnershipandCuree.Thistoolenablesteachers,schoolleadersandprovidersofCPDtoexploreinteractivelyaspectsofCPDprovisiontheywishtoprioritizefordevelopmentintheirorganization;andhelpsthemtomaximisetheimpactofCPDprogrammesonteacherandstudentlearning.ThePathwayallowsteachersandleaderstoaccessawiderangeofresearchandpracticalcasestudiestoilluminateeachofthekeystrandsoftheCPDStandard.Significance:TheWestMidland’sPartnershiphasworkedcollaborativelyoverthelastyeartomaketheCPDStandardaccessibleandusefultopractitioners.ThePartnershipisintheprocessofpilotingandmakingthison-linetoolanditsresourcesfreelyavailabletoschoolsintheWestMidland’sregion.Pleasecomealongandshareourdevelopments.DepartmentforEducation(2016)StandardforTeachers’ProfessionalDevelopment.

PhilTaylorUniversityofNottingham,EnglandThecomplexityofteacherprofessionalgrowth-building

Focus:Thispaperdrawsondistinctionsbetweenteacherlearningandcontinuingprofessionaldevelopmentandvariousconjunctionsoftheseterms.O’BrienandJones(2014,p.684)suggestdevelopmentconcerns‘systematiccareerprogression’whilelearningis‘criticallyreflectiveandlessperformative’,andTimperley(2011,p.4)linkstheformerwith‘delivery’andthelatterwith‘meaning-making’.

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andjourneying

Researchapproach:Recordedconversationswithcasestudyteachersareexploredthroughcomplexitythinking(DavisandSumara,2006),unravellingpurposes,opportunitiesandresponsesinexperiencesoflearninganddevelopment.Theresultingcategoriesofdescriptionofferapossibilityspaceforinterpretationandprojectionofprofessionalgrowth.Keyfindingsandsignificance:Listeningtoandinterpretingteacheraccounts,distinctionsbetweenlearninganddevelopmentareheardinthemetaphorsofbuildingandjourneying.Acomplexrelationshipbetweentheseprocessesissuggested,unfoldingatdifferentratesinoverlappingtimescales.Davis,B.andSumara,D.J.(2006)ComplexityandEducation:inquiriesintolearning,teaching,andresearch,Mahwah,N.J,LawrenceErlbaumAssociates.

O’Brien,J.andJones,K.(2014)‘Professionallearningorprofessionaldevelopment?Orcontinuingprofessionallearninganddevelopment?Changingterminology,policyandpractice’,ProfessionalDevelopmentinEducation,40(5),683–687.

Timperley,H.(2011)RealizingthePowerofProfessionalLearning,Berkshire,England,OpenUniversityPress.

AppliedProfessorDr.MirandaTimmermansAvansUniversityofAppliedSciencesBreda,TheNetherlandsWorkshopTowardsapedagogyofschool-basedteachereducation.DevelopmentsinandideasfromtheNetherlands

Focus:For15yearsnow,schoolsandteachereducationinstitutesinTheNetherlandshavebuiltpartnershipswithjointresponsibilityineducatingfutureteachersforKindergarten,PrimaryandSecondaryandforVocationalEducation.SBTEisorganizedaroundlearningtoteachinauthenticsituations(e.g.workplacelearning).SBTEhoweverismorethanjustgivingstudentstheopportunitytolearninauthenticcontexts.Guidanceand‘work-basededucation’arenecessarytosupportandstimulatestudents’teacherslearningandtoconnecttheorywithpracticeandtheotherwayaround.IntheNetherlandsweseepartnershipsdeveloptheirowndiversepractices.Researchapproach/innovation:Interestedinthediversityof‘workplaceeducation’practicesthatareused,weconductedaresearch.Researchquestionwas:whatactivitiesdoSBTEdoattheworkplacetosupportstudentsinbecomingcompetentteachers?Students,SBTEandIBTEwereasked.Keyfindingsandsignificance:Theresultsshowarichpaletteofschool-basedteacheractivities.Andatthesametimewenoticethatnotallopportunitiesareused.ThereisanurgetodeepenSBTEwithotherwaysof‘workplacetrainingandeducation’,partlybecauseindividualguidancetakesalotoftime,andalsobecauseweknowfromhumanresourcedevelopmentpracticesthattherearemorewaystosupportlearning.Timmermans,M.(2012).KwaliteitvandeOpleidingsschool.Overaffordance,agencyencompetentieontwikkeling.(Qualityofthe‘teachingschool’.Onaffordance,agencyandcompetencedevelopment)(Dissertatie).Tilburg:UniversiteitTilburg.

Timmermans,M.&VanVelzen,C.(Red.)(2017).SamenindeSchoolOpleiden(School-basedTeacherEducation).KennisbasisLerarenopleiders(Bodyofknowledge–TeacherEducators),Katern4.Breda:VELON(inVoorbereiding).

VanVelzen,C.,&Timmermans,M.(2014).Whatcanwelearnfromtheshifttowardsamoreschool-centredmodelintheNetherlands?InK.Jones&E.White(Eds.),Developing

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outstandingpracticeinSchool-basedTeacherEducation.Plymouth:CriticalPublishing.

DrLizWhite1;DrMirandaTimmermans21UniversityofHertfordshire,England2AvansUniversityofAppliedSciences,TheNetherlandsWorkshopIdentifyingProfessionalChallengesofSchool-andInstitute-basedTeacherEducators

Focus:Theaimofthisworkshopistoidentifychallengesinthepracticeofschool-andinstitute-basedteachereducators.Researchapproach:Wewilluseanarrativeapproachtoexplorechallengesexperiencedbyteachereducatorsintheirpractice.Weareparticularlyinterestedinchallengesarisingfromchangesinteachereducationinpartnershipsbetweenschoolsanduniversities.Significance:Thesechallengeswillbeusedtodevelopresourcestosupportteachereducators'professionallearningtohelpmeetanidentifiedneed(Whiteetal.,2015;Czerniawskietal.,2017).Thisworkshopispartofaresearchprojectinvolvinginternationalcollaborationbetweenteachereducators,drawingontheacknowledgedbenefitsofaco-operativelearningapproachforteachereducatorsacrosssettings(Boeietal.,2015).Wewouldvalueyourinvolvementinthisworkshop,toidentifychallengesanddilemmasinourprofessionalpracticewhichcouldbeusedtostimulatefurtherdiscussionandreflection.Boei,F.,Dengerink,J.,Geursen,J.,Kools,Q.,Koster,B.,Lunenberg,M.,&Willemse,M.(2015)‘Supportingtheprofessionaldevelopmentofteachereducatorsinaproductiveway.’JournalofEducationforTeaching,41(4),351-368.Czerniawski,G.,Guberman,A.,&MacPhail,A.(2017)‘Theprofessionaldevelopmentalneedsofhighereducation-basedteachereducators:aninternationalcomparativeneedsanalysis.’EuropeanJournalofTeacherEducation,40(1),127-140.White,E.,Dickerson,C.,&Weston,K.(2015).‘Developinganappreciationofwhatitmeanstobeaschool-basedteachereducator.’EuropeanJournalofTeacherEducation,38(4),445-459.

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IPDAFellow2017

DrRogerLevy

UniversityofHertfordshire

RogerhasbeenamemberofIPDAformorethan16yearsandhasservedontheInternationalCommitteefor13years,wherehiswisdomhasbeeninvaluable.FromJanuary2007untilDecember2008hewastheViceChairoftheInternationalCommitteeandfromJanuary2009untilDecember2010hewastheChair.Rogerhasco-ledtheverysuccessfulInternationalConferencecommitteesince2007.Rogerhasreviewedhundredsofproposalsforpapers,workshops,roundtablesandsymposiafortheAnnualInternationalConference,givingsupportivefeedbacktotheauthors.Hehelpstodrawmeaningfulconnectionsbetweenpresentationsandisalwayswelcomingtoconferenceparticipants,newandold.

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IPDA2017Prizewinner

DrSachaMason

DrSachaMasonistheprogrammeleaderfortheProfessionalStudiesFoundationDegreeprogrammeandassociatedprogressionroutesatBishopGrossetesteUniversity–programmeswhichareaimedprincipallyatschoolsupportstaff.ShejoinedBGUin2008followingasuccessfulcareerinFurtherEducationandintheprimaryschoolsector,whereshewasherselfinitiallyamemberofthesupportstaff.SheisnowaSeniorFellowoftheHEAandhercurrentresearchandpublicationinterestsfocusonacademicliteraciesandsex/relationshipeducation.ShehasanMAfromBGU,butitisherrecentPhDresearchwithLeicesterUniversityforwhichIamnominatingherfortheipdaprize.

DrMason’sdoctoralresearchfocusedonacademicliteracyofagroupofstudentsonthework-basedFoundationDegree–studentswhoaretypicallynon-traditionalandfromanon-academicbackground.AwealthofrecentresearchfromtheInstituteofEducation/UniversityCollegeLondonhashighlightedtheunexpectedlypooroutcomesforstudentswhoreceivesupportfromteachingassistantsandotherpara-professionalstaff,withlackofpreparationfortheirrole(professionaldevelopment)beingclearlyhighlightedasamajorcontributoryfactor.Inherleadershiprole,DrMasonisnotonlyactingasaproviderofsuchprofessionaldevelopmentforsupportstaff,butalsohas–withherresearch-engagedwithsomeofthecriticalelementswhichinfluencelikelysuccessinthatprofessionaldevelopmentendeavour.Herowncareertrajectoryhasprovidedherwithvaluableinsightsintotheprofessionaldevelopmentneedsofherstudents,andthisis,inmyview,anareawhichhasreceivedtoolittleresearchattentionfromprovidersofprofessionaldevelopment,giventhelargeproportionofschoolstaffwhichtheyrepresent.Thislongitudinal,qualitative,practitionerresearchstudyinvestigatedthemetacognitivestrategiesthattwelveadult,work-basedlearnersstudyingonafoundationdegreeusedtoundertakeacademicwrittenassignments.Theresearchlensofcomplexityandtransformationaltheoryprovidedauniqueconceptualandmethodologicalframeworktoexplorethelearningexperiencesoftheparticipantsoverthetwoyearperiodoftheirdegree.Dataweregatheredfrom‘feedforward’tutorialswiththelearnersandtheirassessmentgrades.Thestudyarticulatesthechallenges,evidentinthelearners’narratives,asstruggles.Thesestruggleswerealignedwithconceptsofemergencewithinacomplexityframeworkandakeyfindingfromthedataistheimportanceoftheseinrelationtotransformationallearning.Wheretransformationallearningwasevidentthisextendedbeyondthecognitive,toincludeemotionalandsocialdimensions.Powerfulemotionalresponsessurroundedthestrugglesexperiencedbythelearners.Thestudyfocusedonprofessional,personalandacademicidentitiesandontheinterconnectednessofnestedrealitieswhereeachinteractsdynamicallyfortheselearners.Conceptsofself-belief,self-efficacyandagencywerecentraltothisinvestigationintothemetacognitiveawarenessofadultlearnerswheremotivationandpurposeforlearningpresentedascriticalfactorsforundertakingtheFoundationDegree.Academicwritingstrategiesandtheindividualapproachestoundertakingwrittenassignmentswereanalysedtoexploreimplicationsforpracticewithinuniversitiestomeetthecomplexlearningneedsofnon-traditional,adultlearners.Thefindingshaveinformedaproposedmodelforanarchitypetutorwhoisspecificallyabletoprovidetheparticularconditionstofostertransformationallearningandwhoaddressesequityandpowerbetweentheadult,work-basedlearnerandtheacademy.

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DrTMasonwrites:ThankyoutotheIPDAforthisawardandIamsorrytonotreceivethishonourinperson.InmyroleastheprogrammeleaderfortheProfessionalStudiesFoundationDegreeprogrammeandassociatedprogressionroutesatBishopGrossetesteUniversity,Ihavetheprivilegeofworkingwiththoseseekingprofessionaldevelopmentacrosstherangeofsupportstaffinschools,earlyyearspractitionersandthoseworkingintheyouthsector.IhaveworkedontheprogrammeforthirteenyearsinHigherEducationandfortenyearspriortothisinFurtherEducationtrainingteachingassistantsfollowingacareerintheprimaryschoolsector.MyrecentresearchforaPhD,awardedbyLeicesterUniversity,focusedonhow‘non-traditional’learnersonafoundationdegree,approachacademicwriting.Non-traditionallearnersaretypicalofthoseundertakingawork-baseddegreeandarecharacterisedbymaturewomenandthosewhohavepreviouslyneverconsideredaprogrammeofstudyatauniversity.Thefindingsshowedthestrugglesthatthelearnersexperiencedbeyondtheacademictoincludepersonalandprofessionaldomains.However,participantsarticulatedtheirincreasedmotivation,self-efficacyandesteemthroughundertakingthedegreedespitethechallengestheyfacedinallaspectsoftheirlives.Adistinctandsignificantriseinprofessionalconfidenceandidentitywasevidentacrossthesampleduringthetwoyearsoftheirprogrammeofstudy.Thesefindingsaffordmetheconfidencetometaphoricallyandliterally‘wavetheflag’forprofessionaldevelopment.Asateacherandanacademic,Iremainwhollycommittedtothosewhoaspiretobecomebetteratworkingwithchildren,youngpeopleandtheirfamilies,andvalueprofessionaldevelopment,work-basedprogrammes,suchasafoundationdegree,incontributingtowardsthisendeavour.Onceagain,thankyouforthisaward.

PDIEBestConferencePaper2017Prizewinner

ThePDIEBestConferencePaper2017prizewinnerwillbeannouncedaftertheconference.Pleasevisitthewebsitefordetails.http://ipda.org.uk/awards/pdie-best-paper-award/

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IPDAJournal

Editors:Ken Jones, University of Wales Trinity Saint David, UKJim O’Brien, University of Edinburgh, UK

Professional Development in Education

Follow the journal on twitter @PDiEJournal

For the latest content visit www.tandfonline.com/pdie

The official journal of the International Professional Development Association (IPDA)

Online subscription

included in IPDA membership

More than a journal

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Click Alert Me on the journals homepage to sign up today.

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……………

NEWIPDAJournal

AimsandScopeCIPEisafullypeer-refereedinternationaljournalforpractitioners,professionalsandresearchersexploringinnovative,creativeandoriginalapproachestoworkinthefieldofpractitionereducation.Thejournalhasastronginter-disciplinaryfocusandseekstofacilitatediscussionanddebatethatcrossestheboundariesofprofessionalcontextsanddomainsincludingcompulsoryandpost-compulsoryeducation,nursing,socialwork,alliedhealthprofessionsandthecriminaljusticesector.Theeditorswelcomesubmissionofawidevarietyofhighqualityoriginalmanuscriptsinarangeofstyles,genresandmodesandfromavarietyofparadigmsincluding:

• Reportsofrecentresearchinthefield;• Impactaccounts;• Photo-essays;• Reflectionsonpolicyinpractice;• Informedandanalyticalaccountsof

innovativepractice;• Critiquesofrecentpolicydevelopments;• Shortreportsofresearchinprogress;• Conversations/Dialoguesandinterviews;• Bookreviews.

Thejournalwillbeflexibleaboutarticle‘size’andwelcomecontributionsofdifferentlengthstoreflectthevarietyofcontributiontypesoutlinedabove.Forguidanceauthorsmightsubmit:

- 5000-7500wordpeer-reviewedarticles- 1000-2500wordpeer-reviewed‘provocations’or‘thinkpieces’- upto1500wordimpactaccounts,‘implicationsforpractice’orbookreviews

Thejournalisparticularlyopentocontributionsthatexploreeclecticandexperimentalapproachestoresearchandrepresentingresearchoutcomes.Thejournalisalsokeentoencourageauthorstakingafirststepintopublicconversationsandwillprovideproactivesupportfornewwriters.

COMING SOON… PRACTICE: CONTEMPORARY ISSUES IN PRACTITIONER EDUCATION

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