John Bostock : Learning and Teaching Fellowship Profile

Background

Before coming to Edge Hill University in January 2008, I taught in the Further Education  sector for 20 years mainly as a Modern Languages Tutor (German, French, Spanish, Portuguese and ESOL), as a Personal Tutor, College in the Community Co-ordinator and latterly as Team Leader MFL/Teacher Education. I was awarded Grade 1 for my teaching in OFSTED inspections during 1994-1997-2006-2008, grade A for my management and delivery of ITT programmes in 2007 and two STAR award nominations (2006 and 2007) recognising my contribution as a teacher.
I have been a member of a PCET college inspection team (2002-2007) and a co-ordinator of the peer appraisal systems which focused on blended/enhanced learning opportunities through technology. These skills have been readily transferred to my current role where considerable experience in teaching and learning is helping to transform the department of PCET where I am Senior Lecturer and Course Leader.
Since 2006 I have been External Moderator for Quality Assurance for the PGCE extension courses in Modern Languages at the University of Portsmouth whose provision has been notably advanced through my suggestions and recommendations. I am also the External Periodic Review panelist and External Examiner for Joint Honors degrees in French, German and ESOL at the University of Northampton. My teaching and learning strategies have meant that I have endeavored to provide interactive opportunities for all trainees enhanced through smartboard, online freeware and QIA (Quality Improvement Agency) resource bases in order to enhance teaching and learning. Module evaluations and trainee feedback has been overwhelmingly positive to these new learning experiences. I have actively researched, gathered and evaluated useful online support in my specialist area of Modern Foreign Languages and Linguistics.

Academic & Research Interests

I am currently studying for my Doctorate in Education with the Manchester Metropolitan University. During Phase A of my EdD (2004-2006) my work had, in my opinion, kept firmly focused on the reflexive processes involved in my attempt to analyze the changing climate of PCET teacher education and training. What I did not anticipate was the sheer number of research questions which did arise and the various methodological stances which could be adopted to view these.
Current research in PCET (Post-Compulsory Education and Training) tends to explore the structural implications of creating ‘a licence to practice’ (IFL update 2005), of administering a register and of conferring the award of QTLS. It also has considered the issues on recording and monitoring CPD, a process which only came in some months after the new system began. Consequently I consider that my practitioner oriented research in 2009/10 is by its nature current, relevant and innovative in that much of the initial research will feature the perceptions of the new system and culminate in direct experience of the inception of the new programme of training. Since this will be primarily institutionally focused it is unlikely that search research will be mirrored elsewhere since the cohorts involved will, in effect, be unique to my institution. The overall aim of the research, therefore, was to investigate the perceptions of trainee’s experiences as we approached the change in the training process and to analyze the extent to which I as a trainer will also develop professionally. Ultimately the views of trainees who undertake the new QTLS (Qualified Teacher in Learning and Skills) route will be recorded and analyzed.
The research thesis of phase B of the EdD continues to influence my own learning and teaching and I incorporate these strategies into the delivery of my modules. This is in line with the institutional strategy to support curriculum design related to UG and PG frameworks. My philosophy is one that promotes the belief that good teachers are produced by the experience and quality of their trainers and moreover by the high standard of the content of their courses. I believe that Edge Hill University will gain national and even international recognition for this particularly in the standard of generic pedagogy and of subject specific expertise on the part of excellently trained PCET mentors.
I am particularly interested in researching the reconciliatory factors concerning subject-specific pedagogy in PCET. I have written a guide for Effective Subject Specific Mentoring in PCET for EHU and devised an excellent mentor training regime to ensure quality of the learner experience. This was acknowledged in a recent Ofsted inspection at EHU. I believe that this meets the institutional strategy to link and teaching with research and will provide the basis for purposeful enquiry in the PCET department in the pursuance of betterment in learning and teaching.

Fellowship Foci 2010-11

It is my belief that my role as Teaching and Learning Fellow would equip me with the focus needed to evaluate experiences in observation and analysis of best practice and critically inform the quality of Teaching and Learning with regard to new learning needs and contexts and to innovative changes in course design and delivery. Therefore I seek the opportunity to enhance my own skills and further my research in order to disseminate such practice to colleagues and to raise the profile of the PCET department.
I plan to continue my structured tutorial regime with my doctoral supervisor, to write articles for delivery in EHU symposia e.g. Andragogy vs. Pedagogy: Transitions into HE and Use of Audio Digital Feedback in assignments. I disseminate my suggestions /ideas/strategies to the PCET department and wider Faculty where appropriate. I propose at least three PCET team events per year in Teaching and Learning Theories and Practice to support the new validated Cert. HE /PGCE module of the same title. My proposal has been welcomed by the PCET partnership to support higher level critical discussion of curriculum content. I welcome greatly the opportunity to work alongside fellow experts in Learning and Teaching to promote L and T in the University as a whole and to contribute to the knowledge base to enhance the learner experience. To summarise, I have a threefold approach to this year’s L and T foci namely;

• Andragogy vs. Pedagogy: influences on transitions into HE
• Audio Digital Feedback in Trainee Assignments: Impact of timely feedback
• Subject Specific Pedagogy in PCET: The role of the Subject Specific Mentor

I continue to be a member of the Quality in Teaching Group convened by the Associate Dean for Teaching, Learning and Assessment which first met on 23rd January 2009.I am the Faculty Representative for the Faculty of Education   on the Student Experience Sub-Committee and the Institutional Research Committee. This is my commitment to the scholarship of Teaching and Learning.
The above LTF profile is demonstrative of my indefatigable and continual professionalism in researching and evaluating the content and delivery of subject matter in my previous and current role and of the skill and leadership qualities necessary to propose change and improvement with justification for the blending of learning philosophies and an appreciation of the learner voice. I actively promote the use of internet freeware/programmes as resource bases for tutors and learners and I welcome the opportunity to work with Fellows in order to enhance learning and teaching for all.

Contact:

E: John.Bostock@edgehill.ac.uk
T: 01695 650991