PGCE students’ research as a model for critical, reflective, developmental, pedagogic OER practice
Paul Grivell, Northbrook College Sussex
In the context of the critical, questioning and reflective ethos of the post-compulsory PGCE (Art & Design) at Northbrook College, this JISC funded project establishes an Open Practice framework in order to provide opportunities for student researchers to propose, test, question, evaluate and disseminate evidence-based pedagogic research in a range of contexts grounded in their practical experi...
Abstract
In the context of the critical, questioning and reflective ethos of the post-compulsory PGCE (Art & Design) at Northbrook College, this JISC funded project establishes an Open Practice framework in order to provide opportunities for student researchers to propose, test, question, evaluate and disseminate evidence-based pedagogic research in a range of contexts grounded in their practical experience as student-teachers.
However, the project does not aim to generate further re-useable resources, but rather seeks to develop an adaptable structure to enable the networked development and implementation of reflective, critical pedagogic practices / case-studies through dialogue and dissemination modes which utilise both ‘virtual’ / on-line and ‘real-world’ / face-to-face forms of communication. This approach enables the development of context specific research practices and their implementation as solution-focused outcomes, in the broader critical context of networked peer discussion. Through this process the research comes to inform college-wide (and beyond?) cultural change and adds to existing knowledge through networked dialogue - for example in staff CPD, conference presentations and course team implementation and feedback.
Biographies
Paul Grivell is Course Leader, Contemporary Photographic Arts at Northbrook College and he also lecturers on the PGCE course. Paul’s recent research includes Workbook Frame Lock: A Transitional Survey and Critical Analysis of Student, Approaches to Creative Process Documentation in Photography and Visual Art Education with Claire Scanlon which has been published in the University of Brighton's Partnership magazine. He recently co-authored a case study with Claire Scanlon: Autographic Photographic: developing critical analysis through slow doing and embodied thinking, published in Networks issue 16. He is a CLT Learning & Teaching Fellow at the University of Brighton and he has an MA in Media & Communication.
Paul Tully was due to co-present but was unable to attend on the day. He is Course Leader PGCE (Post Compulsory) at Northbrook College. He was previously ILT Champion, Staff Development Manager, Quality manager and ITT Lecturer. He has an MA in Education.
