Booth89. Moving from Text to Practice: Changing the Dominant Paradigm in Teacher Education. A Case Study Evaluation of the First Year of a School Based Fourth Year of a Bachelor of Education (Primary). Edward Booth [1] Faculty of Education The University of Wollongong PO Box 1144, Wollongong Australia. 2500 A paper presented to the AARE Annual Conference in Adelaide November, 1989. Abstract The purposes of this paper are to report briefly on the rationale, design, and implementation of an enquiry-based model for the fourth year of a Primary Bachelor of Education program. The changing relationships between the beginning teachers, class teachers and lecturers involved in the program are described. Data for the paper are drawn from a collaborative evaluation of the first year of a school based program at The University of Wollongong. Eighteen final year B.Ed primary students were attached to one of three schools for the year. In most cases this attachment was for one day per week to a regular class teacher over both teaching sessions. Three lecturers from the Faculty of Education actively participated in a particular school as a liaison person, provided supervision for the enquiry projects and assisted with data collection and analysis. The areas for enquiry were broadly identified by the class teachers in advance and subsequently negotiated by each beginning teacher to a specific topic for a (hoped for) collaborative investigation in the classroom. The paper will include an analysis of the tensions that develop in a school when 'student' participation shifts from an emphasis on teaching skills to enquiry and when the wider teacher education program moves from a focus on the study of "texts" [existing scholarly enquiry] to the study of "practice" as the basis of the development of professional knowledge and skills. Introduction Purposes The central purpose of this paper is to explore the transition in the focus of an enquiry-based pre-service teacher education program from 'texts' to 'practice." This theme emerged from the action research model used to 'frame' the first year of the programs development. Two secondary purposes are: (a) to report briefly on the context of this transition through a description of the rationale, design and implementation of a school based program in the fourth year of a Primary Bachelor of Education program, and (b) to briefly describe the collaborative evaluation design used to gather the data which will be used chart the change in focus of how beginning teacher develop their practical philosophy of teaching and the changing relationships between the beginning teachers [BTs], class teachers [CTs] and the lecturers involved in the program. The paper will also interweave through the account; the developing support for an 'emergent or organic design' for the enquiries and the changing relationships between the stakeholders; beginning teachers, class teachers and lecturers involved in the program. In conjunction with these themes will be an account of the tensions that develop in a school when "student" participation shifts from the traditional expectations based upon their teaching skills and classroom performance to a set of expectations based on class-based [and hoped for collaborative] action enquiries. Responses to the evaluation questions presented to evaluation seminar will conclude the paper. The Institutional Context The current three year course (Diploma in Teaching) in the Faculty follows a traditional pattern of foundations, professional studies and general studies strands where the study of 'texts' [existing practical and scholarly enquiry from monographs, journals and lecture material] predominates (Figure 2, p.12). The students undertake a six week professional internship in the sixth semester of their program, however the focus in this experience is on programming and classroom practice. Research by MacLeod (1989) indicates that Wollongong Diploma in Teaching students perceive their program to be very effective (when compared with nine other Diploma programs) in preparing them for teaching. There are however, only limited opportunities in the program for students to undertake systematic field based inquiries of 'practice' as the basis for the development of their professional knowledge and skills. There has been a strong view by some staff within the Faculty that the current program is inadequate in preparing the beginning teacher to adequately address and respond professionally to the diverse and often contradictory pressures in their classrooms and schools. Teachers require the capacity to; be able to identify learning objectives and programs for their children who often have diverse learning needs, establish appropriate and equitable curriculum priorities, and design sensible strategies to facilitate change. In addition they are expected to make informed judgements about the implications of such strategies and manage change programs within their professional environment. There is the increasing expectation that teachers accept increasing responsibility for their own professional development as well as the evaluation of current educational policies and the outcomes of change programs. Harris et al, Faculty of Education (1989) The movement to a pedagogy based on the students' exploration of 'practice' and the development of their own practical philosophy was considered crucial to the development of the reflective, autonomous teacher and the extension of the three year program into a full-time fourth year. [2] Fourth Year of the B.Ed. Program While the initiation of the concept for the overall program came from within the Faculty, several rounds of negotiation were undertaken with Regional Department of Education Officers and Principals. The operational details were subsequently negotiated with teachers at each of the three schools. The key rationale of the fourth year program was that it should contain an applied school-based experience which was conceptually different from teaching practice in the Diploma. An experience orientated to the development of analytical and enquiry skills which would produce beginning teachers who would be able to diagnose their professional needs and who would have the competence to accept greater responsibility for their own professional development. Other program objectives included the provision of opportunities that would facilitate and enhance: independent learning, curriculum leadership skills and enquiry skills to improving childrens' learning via collaborative action research. [A copy of this figure is available from the author at the address on the cover sheet] Figure 1. Stakeholders in the Fourth Program The main innovative feature of the program from previous experience was the negotiation, planning and undertaking of a collaborative enquiry project in a class-based learning context. Ideally, a team was comprised of two beginning teachers, a class teacher and a lecturer (Figure 1). Three schools were used on a one-day per week basis over the year with between four and eight beginning teachers and a lecturer at each site. Some variations in the final grouping of class teachers and beginning teachers occurred as the focus of projects were refined. Twenty cooperating teachers indicated in late 1988 a willingness to participate in this new type relationship between their school and the Faculty. Four teachers who indicated a preference to be involved had carried out substantial research at the Masters level at the University. The seventeen teachers who joined the first program, re-identified an enquiry area, which was subsequently negotiated with the B.T.(s) during May and June, 1989. A draft project proposal was prepared and negotiated by the BT with the teacher(s) and lecturer toward the end of the first semester. Topics for 1989 are listed in Appendix C. Beginning teachers were in the schools for one day per week for approximately 18 weeks to negotiate and complete the project. Campus based work (Appendix A) included an enquiry and research methods subject which was integrated with the school program, and a literature review subject which expected the BT's to undertake a review of the main theory and research in their topic area. An advanced specialist curriculum subject [Language or Mathematics Education] and an Educational Issues subject made up the first session load. During the second session the BTs undertook a second advanced curriculum subject [Health or P.E.] and further work on their literature review. The project comprised 50% of the 'nominal work' and credit point load for the second session. While the program was full time the beginning teachers were free of class or related school committments for two and subsequently three days per week in the second session. Many of the eighteen beginning teachers in the group undertook casual teaching on a regular or when available basis. Inquiry Questions 1. How effective has the school-based program been in developing a collaborative approach to reflective enquiry for the key participants? 2. How were collaborative enquiry relationships developed between the key stakeholders? 3. To what extent has the collaborative evaluation model enhanced the development of reflective enquiry? The Development Team's Assumptions In hindsight, a number of theoretical and practical assumptions were made or were implicitly held during the design, negotiation and implementation of the program by the development team. These assumptions were that: 1. a final [enquiry based ] year of a preservice teacher education program could facilitate the development of the beginning professional teacher with the: appropriate attitudes and skills to participate voluntarily and intelligently in the analysis of needs, setting of goals, establishment of priorities, solving problems, management of programs and the evaluation of change....work collaboratively....take rational decisions and be accoutable for their actions. Harris et al (1988). 2. the associate teachers who agreed to join the program would have the skills to edentify a topic area, negotiate with the BTs a specific inquiry focus and provide some input into the methodology appropriate for the enquiry process. 3. it was possible for different agendas of a class teacher, between one and three beginning teachers and the lecturer could mesh and achieve a valued outcome for the children and all stakeholders. 4. time for the negotiation of the enquiry projects between the stakeholders could be generated within the project framework even if the Regional funding of teacher release time was not approved. 5. an enquiry based component of an award course could provide the necessary learning context for beginning teachers to develop the technical and collegial skills, professional knowledge for a philosophy robust enough to deal with the threats to professionalism and the changing teaching-learning context that looks ominus for the 1990's and beyond. 6. as a consequence of the program, childrens' learning would be enhance through the professional activities of all those involved. For some children it will be immediate through the weekly activities of the program, for other learners the consequence of an enquiry base to professional development will be pervasive and incremental as these beginning teachers are able to take-up appointments and commence their professional life. Literature Review In the face of; increasing bureaucratic and technological control of the teaching/learning process, rapid social change and the resultant increasing societal demands on the function of schools, primary teachers [and teachers at all phases] will require the capacity to reflect and renew their professional philosophy and their professioanl assertiveness. While most beginning teacher education students have formed some images of teaching and education prior to enrolling in a professional program, Goodman (1988) and Fielding (1983) their notions were not organised into a well defined theory of teaching. Ongoing research (Wilson and Booth-Note 3) on the fourth year B.Ed. students' perceptions appears to confirm the tentativeness of beginning teacher's philosophy. In a U.S. professional program Goodman found students expressed vague and often contradictory views on various aspects of teaching. "On both the intuitive and analytic level, students were involved in an internal dialogue in which they were developing a practical philosophy of teaching" (p. 132). "The concept of action enquiry attempts to create a framework for dialogue on practical professional concerns which is responsive both to the preferred learning styles of practitioners and to the felt needs of schools" (Bell, 1988 p. 42). For beginning teachers the classroom context has the highest rating as a learning context. As the base for professionl development and the improvement of professional knowledge, "the study of change is preferred to the study of texts, the study of cases of practice is preferred to the study of experimental samples and the focus on enquiry is on practical issues as distinct from theorectcal issues" (Bell, p.42). For the lecturer as the third stakeholder in the relationship, it was an opportunity to be drawn into a mode of enquiry and a view of knowledge which was different for some lecturers, but a powerful orthodoxy for all involved. This paradigm does not disregard the 'journals', rather the current research literature enhances and for some readers, provides an essential legitimacy necessary for practical enquiry. Collaboration and the successful development of teachers' professionalism through their participation with university staff and students has been reported in a number of US (Howell, 1986; Allen, 1988; Cohen, Finch and Mikel, 1989) and British (Nias and Groundwater-Smith,1988; Holly and Whitehead (1986); Ashcroft and Griffiths (1989); Tickle (1988) and Henderson, Ashton & Peacock (1989) projects. Collaboration is the powerful underpinning process. Despite the fact that typically teachers equate professionalism with individualism, personal autonomy; our data suggests a rather different notion of professionalism. It is through group activities as embeded in teaming that a sense of empowerment and efficacy is enhanced. (Ruscoe et. al., 1989, p.17) The teacher education literature about enquiry based courses has established a rationale based on the notions of the; reflective teacher, action researcher or action inquirer. Work by Zeichner (1982), Schon (1983), Henry et al (1981), Holly and Whitehead (1986), Althrichter (1988) Nias and Groundwater-Smith (1988), Bell (1988), Di Chiro, Robottom and Tinning (1988), Tickle(1987), Henderson, Ashton and Peacock (1989) and Ashcroft and Griffiths (1989) reflect something of the strength of the U.K./European - Australian axis of this work. Nias (1988, p.2) has identified a list of "epistemological and pedagogical assumptions" that are usually embedded in the way an enquiry based course which has academic as well as professioanl currency is planned, taught and evaluated. The assumptions Nias identifies are summarised below. 1. Teachers have the capacity to undertake valid and reliable enquiries. 2. Most teachers do not have the necessary analytic and methodological skills. 3. Topics for enquiry may come from course content. 4. Individuals can generate 'practical theories' which may illuminate or guide their practical action. 5. Professional enquiries may not always lead to action. 6. Students may be empowered by the enquiry process and that may lessen status differences between teachers and lecturers. 7. Assessment of enquiry projects will be problematic because of the lack of public criteria for performance and the possible private nature of teacher enquiry. 8. Teachers need support to undertake enquiries into their professional lives and the implications of their findings. (pp.2-3) The planned three-way collaborative enquiry relationship embedded in the design of the Wollongong program made explicit mention about; student empowerment, the source of initial topics and teacher capacity assumptions but had not expected that all studies would be an action research format. There was disagreement within the team over some aspects of assessment and which subject in the program should be setting the detailed enquiry agenda. The team were aware but did not act to address the teachers' need for analytic and methodological skills, nor did members find they had to act to support teachers with the implications of study findings. Evaluation Design Facilitators of teacher based action-research need to be constantly deliberating about their own practice and its relationship to the nature of the activity they are trying to facilitate. If they don't engage in this kind of second-order action research they will succumb to pressures to control teachers' thinking, and thereby distort rather than enable the processes of first order action research. Elliott (1983, p.40) Evaluation was defined (Kemmis,1982, p. 222) for the present purposes as the "processes of marshalling information and arguments which will enable interested individuals and groups to participate in the critical debate" about specific aspects of the program. The collaborative evaluation design for the project involved all the key stakeholders. Formative feedback on the implementation of the program was actively sought by the team and volunteered by the beginning teachers and the schools. From the outset the beginning teachers were encouraged to; (a) send representatives to the regular staff meetings, (b) comment in a centrally located log attached to a record of discussion from those meeting and (c) keep a personal diary. Significant feedback was shared while travelling to the sites and during class time. These weekly perspectives of 'doings in the schools' were shared by the team as the first item of business at the staff meetings. Regular feedback from the site principals and teachers was sought and recorded in personal journals. A mid-year evaluation questionnaire was completed by all BTs. The questionnaire sought views about; (a) their achievement of the program objectives, (b) a review and critique of the established objectives, (c) unanticipated outcomes achieved, (d) suitability of the assessment procedures and (e) suggestions for improving subject sequence and communication channels as well as (f) other concerns. Provision was made for the BTs to comment on the draft report of the mid year evaluation. A discussion of the changes which were made to the organisation of the program and the expectations of the BTs for the second semester following the review will be discussed below. Formative evaluation procedures during the second half of the year involved; the negotiation of the evaluation questions, preparation of case studies of the particular experience at each of the three school site and a final evaluation seminar after the all assignments for the program had been submitted by the BTs. The design of the final evaluation seminar drew from the experience of Altricher (1989 and1988) and was negotiated in draft form with all stakeholders. All participants were requested to prepare before the seminar at least one statement (on 8 by 13 cm cards) for each of the selected focus questions. On the back of each card, participants were requested to list an example or some evidence to support the statement. The overview question for the seminar was: How effective has the school-based program been in developing a collaborative approach to reflective inquiry for the key participants? Focus Questions for the seminar were: 1. What has been the contribution of the program to : a. Children's learning, b. Class Teachers, c. Beginning Teachers, d. other personnel in the school, and e. Lecturers 2. What have been the key sources [eg. journal readings, class teachers, class context, beginning teachers, lecturers, other peers, texts or past knowledge] drawn upon to complete the enquiry and for the BT's the related reports? 3. How has the program developed the beginning teachers and class teachers practical theory and understandings about teaching and/or learning? 4. What have been the persistent concerns for the various participants? The evaluation seminar was held at one of the schools from 3.30 to 6.00 pm and chaired by one of the principals. Proceedings commenced with sixteen participants and numbers swelled to thirty people for the final plenary session. Two groups were initially formed because of the smaller than expected numbers [although four were initially planned] with representatives of beginning teachers, class teachers, principals, lecturers representing each school in each group. Several personnel from a school planning to participate in the program in 1990 and a Regional officer were also present. Each group chose a chairperson and recorders. The lecturers generally played a listening role. The contribution of statements to each question within each group was greatly facilitated by the prepared statements that over 80% of the participants had brought to the seminar. A number of group members requested evidence statements of position statements made by other group members. Cross site experience was shared and conflicting evidence statements were presented and debated to suggested generalisations about the program. There were multiple realities between BTs and class teachers even within the same school. Evaluation statements for each question were completed by the recorder(s) on large sheets of paper in each group and presented to a plenary session for final comment. As time was short in this session, the chairperson invited summary comments on the overview question from the group. The final plenary session was attended by all the principals and lecturers involved, three visitors, 65% (12) of the BTs - some of whom had travelled over an hour from another school to be present and 55% (9) of all the participating teachers. Informal feedback from a number of sources have indicated that the after-hours seminar had been "educational" and "worth the effort after a hectic day at school." The team considered the attendance to be very pleasing given the ongoing committments of some teachers after school, its voluntary nature and its timing in the midst of significant industrial strife in NSW public schools. Drafts of the site case studies and the evaluation seminar are being circultated and responses will be compiled and a final project report prepared before the close of school business in 1989. Sources of data Data for the present paper are drawn from the mid year evaluation and BT responses, an archive which includes all draft and final program documentation, records of staff meetings and BT responses, and initial 1990 program outlines. Material from the draft site case studies and the sub-group reports from the evaluation seminar has been included as supportive data. The writer maintained a journal throughout the year of the program from which several extracts have been drawn. [3] Processes and Outcomes Three interrelated themes have been developed from an overview of the evaluation data analyzed thus far. First was the practical imperative of an emergent design for each enquiry project. Second was the often ambiguous, but achieved paradigmatic shift from a text to practice agenda. Third was the changing relationships which facilitated the changes identified above and the summary outcomes of the final evluation seminar that conclude the paper. In essence the enquiry process was a series of complex human interactions. Themes 1. A Priori versus an Emergent Design The notion of an 'organic' or 'emergent design' developing from the interaction between the Inquiry and Evaluation Methods subject and school visits was problematic with some academics in the program review process. There was a strong position suggested in the review process that the students needed a "rigorous methodological grounding in the quantitative paradigm" before they entered schools and established their "research project hypotheses." While approximately 20% of class time in the methods subject was devoted to experimental design and basic statistical testing [as a consequence of statements in the approved subject outline], no beginning teachers in the group used an experimental design. Enough early class visits were subsequently negotiated with principals to allow the BTs to develop a progressive relationship with the teacher and the class(es), both the classroom teachers and the BTs were unanimous in their concern about the lack of time to develop "closer collaboration to establish our aims and direction for the project." (BT) The appropriateness of the emergent design model was sustained in the evaluation of the inaugural program and provision has been made in 1990 for early and longer periods of time with the class and the teacher (Appendix B). 2. Setting the Agenda: The Demands of Text and Practice [A copy of this figure is available from the author at the address on the cover sheet] Figure 2. Transition from 'Text' to 'Practice' in Teacher Education The change in relationship between the the first three years of the program and the fourth year are illustrated in figure 2. Within the left hand lobe of the figure, the mediating role of text reflects much of the pedagogy of the Diploma program. The 'paradigmatic transition' illustrated by the right hand lobe of the figure represents the idealised rationale of the fourth year program. The transition in paradigms was more problematic than the confidence of the bold arrow. The separation (by subject code and teaching staff responsibility) of the literature review process (Inquiry Focal Study A) and the development of the enquiry proposal (Inquiry and Evaluational Methods) in the first semester inadvertently created a dichotomy in the beginning teachers agenda of program expectations. The press to have a topic fixed toward the end of March to enable the completion of a literature review in Focal Inquiry Study caused considerable constenation for several of the BTs who had not firmed up their topic area or were in the process of a significant revision of their focus following classroom observation and discussion with their CT. While the scope of the expectations for the initial literature review of 'texts' was divergent; "the positions of the major theorists in the field," the demands of 'practice' in the classroom were convergent. A not un-frequent comment from a teacher in the early months of the program was, "I cannot see their focus of reading narrowing, their topics are too wide. My expectation was something much narrower" [T]. Discussion within the development team from late March identified the tensions between the formal subject requirements and the impact that the 'topic' based literature review was having on the 'organic-emergent' focus in the schools and on the overall enquiry process. The tension remained for some students throughout 1989 as they submitted literature reviews which were in different areas to their eventual project report. Plans for 1990 have identified the dilemma and each site lecturer will have responsibility for monitoring the expectations of both (subjects) sources of enquiry. I consider that the change will ensure that 'practice' rather than the 'text' drive the agenda of the initial formulation of the enquiry. 3. Changing Relationships In a reflective teacher/tutor program at Oxford Polytechnic, Ashcroft and Griffiths (1989) reflected on this aspect of the change process: The introduction of a new system has required a shift in the relationship of all concerned. Such changes are often difficult. It has been difficult for tutors to relinquish the role of expert and to 'stand back' ... and allow students to work out their own skills and methods of working. Many teachers, too, have expectations of the role of the tutor... who does not claim the have the best method to impart. (p. 47.) The developing relationships between stakeholders was explored from a mid-year evaluation which was completed by all BTs and from individual evaluation statements presented to the final evaluation seminar. Draft site case studies as well as informal communications from BTs, CTs and principals will be draw upon in the accounts. Communication between the beginning teachers and the class teachers were the most varied of any of the relationships in the program. Hord (1981) makes the distinction between cooperation and collaboration. Each mode requires a different input and each yields different sorts of returns. In cooperation, activities are mutually agreeable but not necessarily for mutual benefit. "Collaboration requires shared goals and a great deal more effort, but ideally, its products yield more." (p.3) For some teams the final enquiry process could be best described as a cooperative venture. "The BTs had their project to complete for assessment purposes, I allowed them to get on with the job." (T) In most teams the process was empowering for both the beginning teacher and the class teacher. One team (T plus BT) prepared and jointly presented a paper at a state conference on their work during October. For this team and a number of others the enquiry process was truely collaborative. Even when extensive efforts are made to clarify program intents, the strength of divergent agendas persisted in some teams. My teacher is on a different wavelength and while he has been open to negotiate it has been difficult to satisfy both the requirements of the project...and the teacher....I am seen by the teacher(s) as an unpaid helper, not a collaborative inquirer. Some of the teachers feel they were sold this idea of collaborative enquiry. "A lack of time for direct access to the BTs working in my class at the beginning gave a slow start to the development of relationships. Once this was sorted out, things snowballed." (T) "I had an excellect relationship with my teacher. However, I think a record of students' experiences with teachers should be maintained to ensure any 'difficult' teachers are not encouraged again." (BT) "I felt the BTs were reluctant to share their experiences at times." (T) These two comments represented the two extreme positions from teachers and beginning teachers. For most it was "a gradual process of learning and trialling over the year " (BT) "which allowed us to explore a research area of mutual personal interest." (T) Provisions for BTs to provide cover for other teams to meet worked well on one site and with varied success at the other two schools. The hoped for release time for the teachers from the Region did not eventuate in 1989, but has been promised (given an unknown professional development provisions and related budget) in 1990. Earlier school visits, a weeks attachment to the class before Easter (Appendix B) and a more structured teacher cover system by the teams at each site have been planned for 1990 to facilitate the communication process with the participating class teachers. Linkages to other class teachers in the school was strengthened where the BTs and teachers presented a brief outline of their work at staff meetings. Several teachers spoke of "our data" and "our interest to follow that lead from the evidence..." "It allowed us to stock-take on the importance of the program to our (school's) professional development." (Principal) The collaborative dimension was evident in many of the teams. In one enquiry project two BTs worked with four teachers who subsequently drew in other teachers. "In our situation the project had plenty of spins-off to ourselves and established a forum for sharing with others on the grade." (T) "I gained a new colleague and learnt some more about research methodology" (CT with a Masters degree). The relationship between the the class teachers and the site lecturers were variously described as "professionlly and personally dynamic" (Principal), "enthusiastic" (T) and "supportive" (T). One site which had eight BTs had a change of lecturer mid-year which caused "some discontinuity." Support for the enquiry activites from the lecturers was positively perceived once most of the initial topic negotiation had been clarified. Some teachers in the final evaluation seminar correctly implied their lack of a systematic inservicing on the enquiry methodology as being a weakness in the relationship with the University (ie the lecturer). As the program had no funds to provide relief for an inschool time short course, the development team relied (unsuccessfully) on some printed material and informal consultation as issues arose. Provision for a comprehensive inservice activity is planned in the attachment week in first term of 1990. Lecturer and BT relationships were described as "supportive and accessible", "more collegial" and "professional". I believe the relationship as theorised in the collaborative model (figure 2) is quite problematic. While at various time individual lecturers assisted with class observation and interviews and were available as an on-site facilitator and consultant, there is no evidence to indicate that any of the lecturers became a true collaborator. Although in some cases considerable time and assistance was provided to clarify individual enquiry proposals and structure the data analysis procedures. At the end of the day, it was the lecturers who solely judged the merit of the enquiry reports and papers. Accountability pressures on the BTs from "the University" or "their course" (read lecturer as the manifestation) were identified and forcefully articulated by one teacher in the evaluation seminar, "We accepted the hidden curriculum that the BT had to pass." The course team (some with reluctance) accepted full responsibility for the non-negotiability of the assessment criteria [as part of subject and degree requirements]. I agree with Di Chiro et al (1988), that it has contributed to a hierarchical relationship between students and staff that reinforced the technicist notion that professional development entails the successful practical expression by student teachers of the educational values of the authority figures within the professional context...We struggled with the questions of how our practices were actually undermining our efforts to promote a self-reflective, enquiry approach to students' learning about their teaching. (p.136) 4. Responses to the Evaluation Questions A summary for the findings from the draft case studies and evaluation workshop are drawn upon to determine the major outcomes of the program for the various stakeholders. (a) Contribution of the program to the childrens' learning. "There was more learning on the part of the children who enjoyed the benefits of the an extra teacher and regular work in small supervised groups." (T) "The children enjoyed a very favourable teacher/pupil ratio which must have developed their confidence in expressing a point of view and risk taking." (T) Two teachers however haven't noticed any changes in the full class situation. Several of the studies will have longer term benefits for the children as "I become more reflective of what I'm doing in the class." (T) (b) Teachers. "There was an opportunity and incentive to look at different aspects of children's learning." (T) "I had a chance to explore a personal research area I hadn't had time to work on before the BT came." (T) "Recent journal material the BT brought from the Uni gave me a different perspective and some practical ideas which I found useful." (T) In two schools a forum for sharing with other staff members was initiated through some of the enquiry projects. Three teachers were ambivalent about the value of the program; "There was nothing to fix or change from my perspective," (T) and "nothing in it for me!" (T). One BT suggested [perhaps as a response to the attitude of the CT] that their work "would be of assistance to teachers in following years who will be working with the children we've had. " (BT) The overwhelming majority of teachers in the wash-up discussions were positive. "I appreciated the opportunity to collaborate with a fellow researcher [a BT]." (T) (c) Beginning Teachers "An increased awareness of school and classroom life, and pupil learning." (T) "The knowledge and skill to be able to undertake classroom research when I go as a full-time teacher. " (BT) "Being able to identify and program for the needs of specific children." (BT) The sentiment of following two statements were expressed by a number of the BTs. " The opportunity to be involved with children in a practical way while using the classroom research skills to relate theory and practice." (BT) "I became aware of the contribution we made to the school and become more confident from the experience of mixing with and being accepted as a teacher." (BT) (d) Lecturers Three BTs [with genuine intent I believe!] suggested "contact with children and schools." This is a most telling comment in the context of recent U.K. developments where 'recent and relevant experience' for academic teaching staff is now a prerequisite for program registration. Other outcomes included the opportunity for lecturers to experience and "participate in 'grounded research'." (T with Masters). Lecturers identified the most 'human' and 'collegial' relationships with the BTs than Diploma teaching affords. Contact with class teachers and principals over an extended period of time provided important professional development on the changing context of schools in the turbulent post-Scott era. "Specific aspects of the children's learning experience from a number of the individual projects was quite insightful." (L) For the development team the year gave us an appreciation of the complexity of negotiating and implementing a 'hoped for' collaborative enquiry, focused on childrens' learning, between three quite different stakeholder agendas. Summary The process of changing the dominant learning paradigm for the beginning primary teachers has significantly changed the traditional relationships between role of 'text' and 'practice' as the basis of developing a beginning teacher's practical philosophy about teaching. Throughout the award bearing program the traditional relationships between the key stakeholders; beginning teachers, class teachers and lecturers, has been challenged to achieve a focus on childrens' learning through a collaborative class based enquiry. While all stakeholder members have not equally gained from the first year of the fourth year program, the consensus from the evaluation seminar was that the enquiry based program was successful and with a number of changes in 1990 will provide a powerful model for the professional development of beginning teachers, class teachers, their schools and the lecturers involved. Bibliography Allen, J. et al (1988) Studying Change: Teacher Who Become Researchers. Language Arts, Vol. 65(4), 379-387. Altricher, A. (1989) Collaborative Curriculum Evaluation: An Example and Some Reflections. A paper presented at Australian Curriculum Studies Association Conference, Canberra; July, 1989. Altricher, A. (1988) Enquiry Based Learning in Initial Teacher Education, in Nias, J. and Groundwater-Smith, S. (1988) The Enquiring Teacher: Supporting and Sustaining Teacher Research. Falmer Press; London. Ashcroft, K. and Griffiths, M. (1989) Reflective Teachers and Reflexive Tutors: school experience in an initial teacher education course. Journal of Education for Teaching, Vol. 15(1) pp. 35-52. Bell, G.H. (1988) Using Action Inquiry. British Journal of Inservice Education, pp. 34-42. Cohen, M., Finch, M. and Mikel, E. (1989) The Interdependence of research and Practice in a Collaborative School Change Project: Problems in Evaluating the Danforth Improvement of Instruction Project. Paper presented at the Annual Meeting of AERA, San Francisco. Elliott, J. (1983) cited from White (1986) in Holly and Whitehead Eds. (1986) Collaborative Action Research. CARN, Cambridge Institute of Education. Fielding, T. (1983) Personal Constructs as a Basis for a Non-Deterministic Model of Teacher Education. Australian Journal of Teacher Education, Vol. 8 (2), pp. 2-17. Harris, M. et al (1988) A Proposal for the Introduction in 1989 of a Full Time Program for the Fourth Year of the Bachelor of Education (Primary). Faculty of Education, The University of Wollongong. Henderson, E., Ashton, P. and Peacock, A. (1989) Teacher Education Through Classroom Evaluation. Routledge, London. Holly, P. and Whitehead, D. Eds. (1986) Collaborative Action Research. CARN Bulletin No.7, Cambridge Institute of Education. Hord, S. M. (1981) Working Together: Cooperation or Collaboration? R. and D. Report No 3123, Austin, The University of Texas. Howell, K.M. (1986) Mentors in Teaching. Language Arts, Vol. 63(2), 160-167. Kemmis, S. (1982) Seven principles for program evaluation in curriculum development and innovation. Journal of Curriculum Studies. Vol. 14(3), pp. 221-240. MacLeod, G. (1989) A Study of graduating Students from Ten Diploma of Teaching Programs in NSW. Centre for Research on Teacher Education and Development. Northern Rivers CAE. Nias, J. and Groundwater-Smith, S. (1988) The Enquiring Teacher: Supporting and Sustaining Teacher Research. London, Falmer Press. Ruscoe, G.C. et al (1989) Qualitative and Quantative Perspectives on Teacher Attitudes in Professional Development Schools. Paper presented at the Annual Meeting of AERA, San Francisco. Schon, D. (1983) The Reflective Practitioner. New York, Basic Books. Tickle, L. (1978) Learning Teaching, Teaching Learning: A Study of partnership In Teacher Education. Falmer Press, London. Notes 1. I wish to acknowledge; Jan Turbill, Malcolm Harris and Arthur Smith as my critical friends and colleagues during the project, the principals and cooperating teachers from the three participating Wollongong primary schools and the support and constructive criticism from the beginning teachers in the program. The context from which this short paper is written is collectively owned by all the participants. This paper represents an account from the multiple realities that shared in the project and as such I accept that there may be perspectives not included and limitations that other participants might identify. The Faculty of Education would like to express its appreciation for the welcome the beginning teachers and the lecturers have had in the schools throughout the year. Like most new program experiences, there was considerable ambiguity and the willingness of the principals and staff involved to be tolerent and frank about their concerns at all stages was appreciated. The program team have appreciated the professional and personal support from the staff in all three schools during the year. 2. The Faculty in 1990 will enrol its last intake into an external mode B.Ed. (Pr) conversion course as the institution has not been deemed by DEET as a provider. 3. A separate research study in the Faculty has been investigating the development of undergraduate students' professional attitudes and role perceptions. Appendix A. Subject Options and Sequence in Fourth Year B.Ed. SESSION 1 Inquiry and Evaluation Methods Inquiry Focal Study A [Literature review] Issues in Contemporary Education Either: Language Education or Mathematics Education SESSION 2 Inquiry and Evaluation Project [12 cp] Inquiry Focal Study B [Literature review] One of the following Advanced Curriculum Studies: Arts Education The Role of Language in Education CAL and Education Theory Environmental Education Health Education K-6 * Physical Education * Social Studies Education * Available in 1989 Appendix B Time Schedule for 1990 Fourth Year B.Ed.(Pr). [A copy of this figure is available from the author at the address on the cover sheet] Appendix C Enquiry Projects Undertaken in 1989 Projects undertaken in the 1989 program have included: i. Scribing as an aid in the development of literacy in the lower primary grades. ii. Evaluation of assessment strategies in the BLIPS Maths curriculum. iii. Enhancing group learning in the primart classroom: A case study. iv. Strategies for teaching LOGO and an assessment of this program as an aid to developing selected thinking skills in the primary school. v. Values clarification in the primary school. vi. Evaluation of assessment strategies in values education in the primary school. vii. An evaluation of the use of Individual Educational Programs in Mathematics in an IM class. viii. A study of strategies that could improve the learning of reluctant readers. ix. The effect of Irlen Transmittance Lenses on children who are mildly intellectually disabled. xii. Drawing as a means of enhancing written communication. xiii. Parents as partners in the classroom. xiv. An evaluation of a teachers' spelling program. xv. Underachivers as peer tutors.