Experience teaches? How can the orientations to learning from experience framework (Hagger et al. 2008) be used by mentors and teachers to explore learning to teach on employment-based routes?

Blair, TA

Thesis

Experience teaches? How can the orientations to learning from experience framework (Hagger et al. 2008) be used by mentors and teachers to explore learning to teach on employment-based routes?

Abstract:: Recent changes within teacher education policy in England present a timely opportunity to consider the nature of teachers’ learning through experience on employment-based routes. This thesis draws on the Orientations to Learning from Experience Framework ((OLEF) Hagger et al. 2008), which uses five dimensions to describe the dispositions of beginning teachers to learning from experience, as identified in a three-year longitudinal study. In this study I investigated if and how this research product could be used by mentors and beginning teachers to explicate and develop participant teachers’ learning.

In the secondary school site of this qualitative study the majority of the teachers in their first or second years as teachers were undertaking, or had undertaken, ‘employment based’ routes of initial teacher education. Nine beginning teacher participants and their mentors were involved in data collection and analysis during their first years as teachers on School-Direct Salaried and Teach First routes. As a ‘Close-to-Practice’ study focussed on employment-based initial teacher education, it offers a fresh perspective on the complex, contextualised and idiosyncratic process of learning to teach.

The OLEF framework and other re-presentations of their practice stimulated rich data regarding the beginning teachers’ learning, thereby demonstrating the potential for OLEF to act as second stimulus in formative interventions. Furthermore, I developed the conceptual framework of OLEF by drawing in contemporary research through citation analysis as well as cross- and within-case analysis of the conversational data. Intentionality, one of the socio-cultural concepts of OLEF is considered in relation to self-efficacy, professional agency, self-regulation, adaptive expertise and deliberate practice. Five conditions which support high levels of Intentionality were found.

Few research studies have captured conversations between beginning teachers and their mentors in the recent English context. These conversations were recorded and analysed by participants, opening up their semi-private world. The role of mentors as mediators in supporting self-regulation and the development of a broader Frame of Reference is explored. The data contributes to discussion about the nature of teachers’ knowledge, learning, self-regulation and professional agency. Practical implications for beginning teachers and their mentors are offered.

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APA Style

Blair, T. A. (2020). Experience teaches? How can the orientations to learning from experience framework (Hagger et al. 2008) be used by mentors and teachers to explore learning to teach on employment-based routes? [PhD thesis]. University of Oxford.

MLA Style

Blair, T. A. Experience Teaches? How Can the Orientations to Learning from Experience Framework (Hagger Et Al. 2008) Be Used by Mentors and Teachers to Explore Learning to Teach on Employment-Based Routes? University of Oxford, 2020.

Chicago Style

Blair, TA. 2020. “Experience Teaches? How Can the Orientations to Learning from Experience Framework (Hagger Et Al. 2008) Be Used by Mentors and Teachers to Explore Learning to Teach on Employment-Based Routes?” PhD thesis, University of Oxford.
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