Epistemic Insight Digest: Issue 3 [Autumn 2021]

PREFACE: 

Canterbury Christ Church University (CCCU) is proud to deliver a transformative curriculum that is centred on the interconnectedness between teaching and research. The point at which “teaching” and “research” coalesce is one of the most exciting of liminal spaces. It is where we challenge ourselves and our practice by posing difficult questions, where new knowledge is created, and where we can develop the most innovative practices. This approach is at its most potent when undertaken within
the context and spirit of partnership. This can take many forms. It is reflected in the serendipitous conversations between colleagues from ostensibly disparate disciplines; in our collaboration with external stakeholders; and, most importantly, reflected in the partnership that we undertake with our student communities. Indeed, research-engaged teaching and co-creation has been a key facet of CCCU for many years: “[c]urricula should be informed by research and involve the students in the creation of research” (Learning & Teaching Strategy, 2015-2022). This is exemplified by the pioneering work of the Epistemic Insight Initiative.

One might argue that simply ‘being’ in liminal spaces is inherent to teacher development: “[s]tudents of ITE must somehow perform a delicate dance between a range of different identity positions: as university students; as pre-service teachers; and (eventually) as fully fledged teachers in their own classroom” (McCaw, 2021). From this perspective, working in the liminal space at where teaching and research intersect might be viewed as an additional burden. But even the consumption of research has positive impacts: as Sherrington posits, “[r]esearch isn’t telling us what to do. It can’t. However, it can inform our decisions” (Sherrington, 2021). We see this during the ‘delicate dance’ enacted between academic provision and placement practice, in which our student teachers apply the theoretical frameworks - explored and interrogated during their course - to the range of classroom contexts encountered on placement. Here we see a ‘habit of mind’ emerge whereby our student teachers become reflective practitioners who engage critically with research and are effective in the deployment of this learning.

This is not to suggest, however, that student teachers are limited to the consumption of research. Most will devise and deliver their own research projects in the form of a dissertation or thesis. At its very best, this experience develops subject/disciplinary knowledge and ignites a passion for research in all forms that is maintained throughout their teaching career. This ‘habit of mind’ creates
educational explorers who will range beyond real and perceived subject/disciplinary boundaries. They will comfortably and confidently occupy these sorts of liminal spaces too. This is critical to curriculum development. However, it does not simply happen – particularly in a complex world where it is easy to lose sight of our ambitions amidst the mundane demands of everyday life. We must provide the  opportunities for innovation to be enacted. This is precisely why the Epistemic Insight Initiative is so important. Here we see the multiple liminal spaces inherent in teacher education brought together within a coherent framework. Here we see research-engaged teaching and co-creation made real.
Please read on and enjoy the dance!