Education
http://hdl.handle.net/10034/6474
2024-03-29T01:45:33Z
2024-03-29T01:45:33Z
Evaluating an Institutional Response to Generative Artificial Intelligence (GenAI): Applying Kotter’s Change Model and Sharing Lessons Learned for Educational Development
Potter, Jacqueline
Welsh, Katharine
Milne, Laura
http://hdl.handle.net/10034/628558
2024-03-22T01:36:09Z
2023-12-23T00:00:00Z
Evaluating an Institutional Response to Generative Artificial Intelligence (GenAI): Applying Kotter’s Change Model and Sharing Lessons Learned for Educational Development
Potter, Jacqueline; Welsh, Katharine; Milne, Laura
Since the launch of ChatGPT in November 2022, there has been a dawning understanding in the higher education sector of ways Generative artificial intelligence (GenAI) tools can challenge the traditional roles of academic teaching staff (e.g., Chan and Tsi, 2023) and support learning by students. For example, Mike Sharples in Sabzalieva and Valentini (2023) identifies ten roles that ChatGPT can play which would all support student learners. Media and sector concern has focused on whether GenAI use by students would disrupt the integrity of degrees and awards and there is a good deal of debate on how to adapt assessment, learning outcomes and curricula to reflect and reward unique human competences associated with a discipline or subject and embrace students’ use of GenAI.
Educational development colleagues have been at the vanguard of leading higher education provider reactions and responses to the widespread availability and capabilities of GenAI. This case study reflects on a year of action to lead teaching staff and students as well as institutional policy and practice through a series of steps to enable rapid, proportionate and robust change. We apply Kotter’s (1996) eight stage change model to reflect on the activities, achievements and challenges to date. We do not purport to have finished but rather can see, one year in, that increasingly activity is more embedded into structures, routines, the practice of others, and our work as educational developers. We reflect forward too on the ways we will act next to ‘make change stick’ and on our own personal, professional journeys as educational change leaders, all of whom were new appointments in the educational development centre. We chart how we have been able to innovate and to lead complex educational change at pace.
Copyright (c) 2023 Jackie Potter, Katharine Welsh, Laura Milne
2023-12-23T00:00:00Z
Enabling collaborative lesson research
Bamber, Sally
Blears‐Chalmers, Sarah
Egan-Simon, Daryn
Packer, Christine
Guest, Sarah
Hall, Joanna
http://hdl.handle.net/10034/628553
2024-03-20T02:20:20Z
2024-03-18T00:00:00Z
Enabling collaborative lesson research
Bamber, Sally; Blears‐Chalmers, Sarah; Egan-Simon, Daryn; Packer, Christine; Guest, Sarah; Hall, Joanna
In this paper, we interrogate and justify the design of a local project that used collaborative design research in a secondary school in England. As authors, we represent teachers and teacher educators engaged in design research, whereby we acknowledge the difficulties implicit to university and school collaborations within a performative culture. Our analysis recognises the struggle for research‐informed professional judgement in the decision‐making and actions of educators that are situated in schools. A professional learning project is analysed to position teachers and teacher educators as practitioner researchers. In this respect, Stenhouse's work provides an analytical framework that is both a lens through which to interpret the nature of collaborations, as well as a methodology that allows us to understand the way in which we navigate the gap between educators' aspirations and the curriculum design and teaching within the project. The collaborative design research project was stimulated by an aspiration to make trigonometry accessible to low prior attaining pupils in a secondary mathematics classroom. This provides a stimulus for understanding the conditions that enable collaborative lesson inquiry and to question whether it can provoke raised aspirations for young people in inclusive classrooms. This allows us to understand the work of teachers as researchers and research users in an increasingly messy teacher education context. We interrogate the potentially problematic connection between research and practice within collaborative inquiry, as we understand how we enable research that is “held accountable for its relevance to practice” because “that relevance can only be validated by practitioners” (Stenhouse, 1988, p. 49).
© 2024 The Authors. The Curriculum Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association.
2024-03-18T00:00:00Z
Teaching the Lesson
Bamber, Sally
Watson, Steven
http://hdl.handle.net/10034/628522
2024-03-06T08:35:28Z
2023-12-01T00:00:00Z
Teaching the Lesson
Bamber, Sally; Watson, Steven
In this book chapter, the role of the mentor working with beginning teachers is discussed, as they teach their first mathematics lessons. Primarily we will consider how to support the beginning teacher with a structured and collaborative start to their classroom experience and how to allow them to explore different approaches to teaching and designing mathematics lessons. Supporting early teaching experiences involve planning the lesson, managing the emotional and practical aspects of the classroom and helping the beginning teacher to reflect on their teaching and the learning of students in order to use the experience constructively. The development of a range of pedagogical approaches, such as ways of building on prior knowledge, modelling and explaining mathematical ideas, providing feedback, supporting struggling students and asking questions that prompt students to think about mathematics also need to be considered. Initially, beginning teachers can be very concerned about whether they can respond to unforeseen events, including how they gain and maintain the students’ trust and cooperation. These features are addressed in this chapter.
This is an Accepted Manuscript of a book chapter published by Routledge/CRC Press in [Mentoring Mathematics Teachers in the Secondary School: A Practical Guide] on [01/12/2023], available online: https://www.routledge.com/Mentoring-Mathematics-Teachers-in-the-Secondary-School-A-Practical-Guide/Archer-Morgan-Swanson-Clemmet-Sullivan/p/book/9780367361358
2023-12-01T00:00:00Z
The Building Blocks
Bamber, Sally
http://hdl.handle.net/10034/628521
2024-03-06T08:32:31Z
2023-12-01T00:00:00Z
The Building Blocks
Bamber, Sally
In this book chapter, I discuss models of professional knowledge that apply to mathematics teachers and illustrate this with ways that beginning mathematics teachers can develop their knowledge.
This includes:
• Specialist pedagogical knowledge for teaching mathematics
• Beliefs about how mathematics is learned and taught
• Mathematics teacher orientations
• Connecting representations of knowledge in mathematics
• Professional learning within a collaborative community of mathematics teachers.
Learning to teach mathematics is a complex challenge for teachers and especially beginning teachers who bring with them a set of beliefs, experiences and dispositions that will influence their teacher identities, their beliefs about the classroom and how they behave as teachers. Within the context of learning to teach mathematics, beginning teachers will also encounter perspectives on the classroom from teacher educators in school and in other organisations such as the institute of higher education. Thus chapter addresses these aspects of learning to teach mathematics.
This is an Accepted Manuscript of a book chapter published by Routledge/CRC Press in [Mentoring Mathematics Teachers in the Secondary School: A Practical Guide] on [01/12/2023], available online: https://www.routledge.com/Mentoring-Mathematics-Teachers-in-the-Secondary-School-A-Practical-Guide/Archer-Morgan-Swanson-Clemmet-Sullivan/p/book/9780367361358
2023-12-01T00:00:00Z