Nick Sorensen | Bath Spa University (original) (raw)
Papers by Nick Sorensen
In order to facilitate student mobility there is a need to share common policies and practices; c... more In order to facilitate student mobility there is a need to share common policies and practices; consequently initiatives such as the EU Association Agreement and the Bologna Guidelines provide an essential a common framework for graduate and postgraduate study. One of the fundamental principles of the EU Association Agreement is a commitment to student-centred learning. In this keynote speech I shall be discussing the challenges of developing student centred learning with particular reference to the professional development of academics. I identify what student centred learning means and explore the assumptions that lie behind this concept. I will then look at five areas which will universities need to address as they move from a teacher centred to a learner centred culture. These are 1) the relationships with the students, 2) the teaching environment, 3) pedagogy, 4) assessment and outcome-based learning and 5) the ways in which IT can support learning.
This paper reports on the findings of a PhD research project into the improvisatory nature of tea... more This paper reports on the findings of a PhD research project into the improvisatory nature of teacher expertise. The data is taken from a series of comparative case studies (Thomas, 2011) of seven experienced teachers working in secondary schools in the South West of England and who have been identified as being expert within their school setting. Constant comparative methods of analysis have been used to draw out themes from the data. This has contributed to a grounded theory (Charmaz, 2006) that identifies the nature of teacher expertise. The findings that arise from the data are that teacher’s expertise is best expressed as continually evolving practice, a process as opposed to an end state, that reflects a prototype model (Sternberg and Horvath, 1995). Advanced professional practice is best described as a ‘teacher with expertises’ and this is preferable to the term ‘expert teacher’. The data shows that teacher expertise is fundamentally improvisatory through being socially const...
Journal of Education for Teaching
Critical Studies in Improvisation / Études critiques en improvisation, 2013
One of the principal ways in which musical improvisation has impacted upon corporations, business... more One of the principal ways in which musical improvisation has impacted upon corporations, businesses, and other institutions is through the metaphor of 'the jazz band.' This paper explores the emergence of this metaphor and examines the significance and meaning that it has generated, as well as the ways that it might help us to understand social organizations. This metaphor has been used to provide insights into leadership, organizations, schools as learning communities, and even the meaning of life itself. While this is not an exhaustive list, these examples demonstrate the wide range of contexts in which this metaphor can be applied. This paper serves two purposes. First, it provides a critical evaluation of six examples of the jazz band metaphor in order to explore the significance of this metaphor and identify the contribution it has made to our broader understanding of improvisation. Second, it views the use of this metaphor as a leadership strategy, and attempts to iden...
Despite the high priority given in England to the identification and dissemination of ‘good pract... more Despite the high priority given in England to the identification and dissemination of ‘good practice’ there is a lack of consensus about what it means. Indeed, terms to describe teachers as: ‘good’, ‘outstanding’, ‘excellent’, ‘advanced skills’ are often used interchangeably. This paper builds on Coffield and Edward’s (2009) contestable notion of ‘good practice’ within Further Education. We review this against a range of perspectives drawn from all phases of education and identify different solutions for teacher development. We suggest ways in which teacher educators can support the emergence of sustained good practice through professional development and empowerment of teacher identity.
Journal of Education for Teaching, Feb 1, 2013
The introduction of the Master’s in Teaching and Learning (MTL) was a significant milestone in th... more The introduction of the Master’s in Teaching and Learning (MTL) was a significant milestone in the continuing professional development of teachers, signalling the intention that teaching could become a master’s-level profession. This initiated a distinctive approach to school improvement requiring schools and higher education institutions (HEI) to work in partnership in order to offer this qualification to teachers. Within the south-west of England, Transform gained the contract to offer the MTL and subsequently developed an innovative collaborative approach to the design and implementation of this new qualification. Against a background of critical, and at times hostile, professional and media responses, the MTL was introduced in January 2010, and Transform began to deliver the MTL to eligible teachers from Easter 2010. An evaluation of Phase 1 of the MTL, commissioned by Transform in October 2010, focused on the three principal stakeholders in the MTL partnership (the HEI co-ordinators and tutors, school-based coaches and MTL participants in the scheme). This paper documents the process and findings of that evaluation and asks questions about what has been gained from an initiative that promised so much, was hindered throughout the process of development and was then stopped before it had any chance of making a significant impact on the nature of teachers’ professional development. Was the MTL ‘a revolution in teacher education or a bright light quickly extinguished?’. This paper argues that the latter was the case and concludes by identifying some ‘sparks’ that could inform future good practice in postgraduate professional development.
Professional Development in Education, 2010
The introduction of government funded Postgraduate Professional Development (PPD) in England has ... more The introduction of government funded Postgraduate Professional Development (PPD) in England has raised many questions about the true political purpose and agenda of such accredited continuing professional development (CPD). There are conflicting aspirations for a Master's level teaching profession between educators and the government albeit agreement that this represents a new gold standard. Without a proper professionally agreed theoretical framework to guide long term teacher development it is difficult to resolve these conflicts. In this paper we offer a view of what such a framework could look like and suggest a useful direction for CPD policy.
Universidad de Sevilla, 2012
Developing Expertise for Teaching in Higher Education, 2022
Journal of Education for Teaching, 2021
In order to facilitate student mobility there is a need to share common policies and practices; c... more In order to facilitate student mobility there is a need to share common policies and practices; consequently initiatives such as the EU Association Agreement and the Bologna Guidelines provide an essential a common framework for graduate and postgraduate study. One of the fundamental principles of the EU Association Agreement is a commitment to student-centred learning. In this keynote speech I shall be discussing the challenges of developing student centred learning with particular reference to the professional development of academics. I identify what student centred learning means and explore the assumptions that lie behind this concept. I will then look at five areas which will universities need to address as they move from a teacher centred to a learner centred culture. These are 1) the relationships with the students, 2) the teaching environment, 3) pedagogy, 4) assessment and outcome-based learning and 5) the ways in which IT can support learning.
This paper reports on the findings of a PhD research project into the improvisatory nature of tea... more This paper reports on the findings of a PhD research project into the improvisatory nature of teacher expertise. The data is taken from a series of comparative case studies (Thomas, 2011) of seven experienced teachers working in secondary schools in the South West of England and who have been identified as being expert within their school setting. Constant comparative methods of analysis have been used to draw out themes from the data. This has contributed to a grounded theory (Charmaz, 2006) that identifies the nature of teacher expertise. The findings that arise from the data are that teacher’s expertise is best expressed as continually evolving practice, a process as opposed to an end state, that reflects a prototype model (Sternberg and Horvath, 1995). Advanced professional practice is best described as a ‘teacher with expertises’ and this is preferable to the term ‘expert teacher’. The data shows that teacher expertise is fundamentally improvisatory through being socially const...
Journal of Education for Teaching
Critical Studies in Improvisation / Études critiques en improvisation, 2013
One of the principal ways in which musical improvisation has impacted upon corporations, business... more One of the principal ways in which musical improvisation has impacted upon corporations, businesses, and other institutions is through the metaphor of 'the jazz band.' This paper explores the emergence of this metaphor and examines the significance and meaning that it has generated, as well as the ways that it might help us to understand social organizations. This metaphor has been used to provide insights into leadership, organizations, schools as learning communities, and even the meaning of life itself. While this is not an exhaustive list, these examples demonstrate the wide range of contexts in which this metaphor can be applied. This paper serves two purposes. First, it provides a critical evaluation of six examples of the jazz band metaphor in order to explore the significance of this metaphor and identify the contribution it has made to our broader understanding of improvisation. Second, it views the use of this metaphor as a leadership strategy, and attempts to iden...
Despite the high priority given in England to the identification and dissemination of ‘good pract... more Despite the high priority given in England to the identification and dissemination of ‘good practice’ there is a lack of consensus about what it means. Indeed, terms to describe teachers as: ‘good’, ‘outstanding’, ‘excellent’, ‘advanced skills’ are often used interchangeably. This paper builds on Coffield and Edward’s (2009) contestable notion of ‘good practice’ within Further Education. We review this against a range of perspectives drawn from all phases of education and identify different solutions for teacher development. We suggest ways in which teacher educators can support the emergence of sustained good practice through professional development and empowerment of teacher identity.
Journal of Education for Teaching, Feb 1, 2013
The introduction of the Master’s in Teaching and Learning (MTL) was a significant milestone in th... more The introduction of the Master’s in Teaching and Learning (MTL) was a significant milestone in the continuing professional development of teachers, signalling the intention that teaching could become a master’s-level profession. This initiated a distinctive approach to school improvement requiring schools and higher education institutions (HEI) to work in partnership in order to offer this qualification to teachers. Within the south-west of England, Transform gained the contract to offer the MTL and subsequently developed an innovative collaborative approach to the design and implementation of this new qualification. Against a background of critical, and at times hostile, professional and media responses, the MTL was introduced in January 2010, and Transform began to deliver the MTL to eligible teachers from Easter 2010. An evaluation of Phase 1 of the MTL, commissioned by Transform in October 2010, focused on the three principal stakeholders in the MTL partnership (the HEI co-ordinators and tutors, school-based coaches and MTL participants in the scheme). This paper documents the process and findings of that evaluation and asks questions about what has been gained from an initiative that promised so much, was hindered throughout the process of development and was then stopped before it had any chance of making a significant impact on the nature of teachers’ professional development. Was the MTL ‘a revolution in teacher education or a bright light quickly extinguished?’. This paper argues that the latter was the case and concludes by identifying some ‘sparks’ that could inform future good practice in postgraduate professional development.
Professional Development in Education, 2010
The introduction of government funded Postgraduate Professional Development (PPD) in England has ... more The introduction of government funded Postgraduate Professional Development (PPD) in England has raised many questions about the true political purpose and agenda of such accredited continuing professional development (CPD). There are conflicting aspirations for a Master's level teaching profession between educators and the government albeit agreement that this represents a new gold standard. Without a proper professionally agreed theoretical framework to guide long term teacher development it is difficult to resolve these conflicts. In this paper we offer a view of what such a framework could look like and suggest a useful direction for CPD policy.
Universidad de Sevilla, 2012
Developing Expertise for Teaching in Higher Education, 2022
Journal of Education for Teaching, 2021