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1.
Through self-study I believe I can gain a better understanding of myself, of my students, and of the process of teacher education. Exploring the ways in which I respond in writing to pre-service teachers helps me to better understand my practice and the learning-to-teach experiences of pre-service teachers. This paper reports on my written responses to 160 stories of learning to teach at four different intervals across an 8-month teacher education program. Importantly, writing about my learning through self-study has challenged me to represent the ways in which I plan to apply my newfound knowledge to my practice.  相似文献   

2.
This report introduces an experiential learning project in a pre-service undergraduate teacher education programme at a major Hong Kong university in which 10 pre-service English language teachers and myself, their teacher educator, participated in a two-week overseas teaching experience in a primary school in Ningbo, China. I report on my experience as a novice teacher educator and the benefit I found in taking an active role in this project.  相似文献   

3.
In this paper I explore how I have come to theorise my work as a critical emancipatory practice as a lecturer in primary physical education (PE). I give an account of what I understand to be the epistemological foundations and practices of practitioner research and my potential educational influence in my own and other practitioner-researchers’ learning. I explain how I have generated my living educational theory of practice and discuss the changes in my learning from a propositional approach towards a dynamic epistemology of practice that is grounded in inclusional and dialogical ways of knowing. Within my paper I position myself as a professional educator and researcher, and share the exciting and transformational experiences of teaching and learning in evolving action research cycles of practice. I view my learning to date as an active act, working with the novice teachers I support to offer improvement and change in our future practice. I celebrate my reconceptualised view of education as a learner from within my practice and explain my move from knowledge transfer to knowledge co-creation. I make an original contribution to educational knowledge by explaining how I try to inspire others to research their practice and contribute to a new scholarship of educational enquiry.  相似文献   

4.
When a cultural disconnect became antagonistic between me and my students of color, I found myself at a crossroads as a White teacher educator: use coercion and force students to follow my directions, or care and base my responses on students’ needs. I chose the latter. Findings suggest that this choice benefitted the class and changed how I see myself as a teacher educator. The construct of embodied care helps describe the turn in my relational teacher educator practice from caring intentions that were dyadic in nature to caring that uses relational means for social justice ends. Data points include field notes, analytic journal entries, email communication, course materials, student interviews, and course evaluations. This self-study research contributes to the literature on caring teaching by suggesting that, in racially and culturally diverse classrooms, caring habits can help teacher educators from dominant groups gain critical self-awareness.  相似文献   

5.
While supervising a student teacher in school, an incident occurred that highlighted a contradiction between my practice and my beliefs and prompted me to question why I do not always live the values I profess. The aim of this article is to investigate how self-study can help me to understand the complex and context-based situations of my practice. I draw on the work of other teacher educators to examine the potential of self-study to improve my practice. Through this exploration I have begun to transform the way that I comprehend teaching and learning in teacher education. I identify several tensions and challenges in implementing the methodology within my professional context. I believe that self-study can help us in our roles as teacher educators to develop more reflexive self-awareness and to problematize taken-for-granted assumptions relevant to our contexts of practice.  相似文献   

6.
The work of teacher educators is complex and multifaceted and requires knowledge of pedagogy and practice in both schools and teacher education institutions. This complexity, combined with calls for teacher educators to work in close partnership with schools, sees some in teacher education working in hybrid roles and across the boundaries of schools and universities. Drawing on a self-study conducted over a one-year return to teaching, I explore my return home to teach in a secondary school and I examine the continuing impact of this experience on my practice as a teacher educator. Using the concept of tensions as a conceptual framework to analyse the data I explore three tensions in this article: (1) teacher as technician versus teacher as pedagogue; (2) challenging versus being responsive to other’s views of learning; and (3) teacher versus teacher educator identity. I explore how a return to teaching in school and the tensions I experienced enabled me to develop my practice and understandings as a teacher educator. I argue that rich professional learning can result from using self-study to examine teacher educator practice, particularly for teacher educators working in hybrid roles and partnership contexts.  相似文献   

7.
In this article, we promote the use of autobiography in the social foundations of education classroom as a means of connecting education to real life experiences, history, and fostering epistemological development of college students. Autobiography involves students' awareness of the relation between theory and lived experience. As a form of reflective knowing, autobiography may help students understand complex terms such as "learning," "knowledge," and "education" by exploring various contexts that influence such understandings. Reflective knowing explores some of the experiential and purposive contexts that influence knowledge creation. Intellectual maturity and self-awareness may arise from circumstances that can lead students to be more confident critical thinkers and problem solvers. We describe how we have used autobiography in our social foundations of education classrooms and explore how influencing the pedagogy of teacher education critiques traditional epistemologies toward a redefinition of education for a democratic society.

Now reflecting on my educational history, I realize that everything I have learned in the past has taught me something about myself. Whether I was aware of my development at the time [hinges] on individual circumstances. I have thrived on learning, brought about by major changes impacting my life. These variations and my necessary adaptations have taught me the most important skill I need to know. Because of changes in my life, I have succeeded in learning how to learn. (Rita, Bucknell University, learning autobiography, September 1999)1

If I can make present the shapes and structures of a perceived world, even though they have been layered over with many rational meanings over time, I believe my own past will appear in altered ways and that my presently lived life - and, I would like to say, teaching - will become more grounded, more pungent, and less susceptible to logical rationalization, not to speak of rational instrumentality. (Greene 1995, 77-78)  相似文献   

8.
The senior year design students and I were dismayed when my linear teaching and their habitual rote learning failed in a Middle Eastern University. The gulf between the curricular objectives and our teaching-learning methods intrigued me. I turned this into an action research project that sought to answer the questions, ‘What paradigm shift might we need to migrate from traditional rote learning to deep learning? What attitudinal change and philosophical beliefs would that call for in an instructor?’ The search for a solution metamorphosed me from a disengaged instructor into an empathizing reflecting practitioner. It led my students to active engagement in an enquiry-based learning workshop, which significantly improved their performance. This paper celebrates the journey of our collective deep learning. It explicates how I built my personal theory of teaching praxis through critical consciousness and meta reflection. This knowledge-creation process is empowering and may draw many teacher researchers towards meta-reflexive engagement with the social systems around. These change drivers can initiate institutional overhaul to effect systemic reforms.  相似文献   

9.
The notion of experiential learning emphasizes the personal experience of the learner. In this article, I describe my approach to making learning a more personal experience for students on a conventional university course. I focus on modeling of behaviour and attitudes by the teacher, clear communication, attention to process, and collaboration in learning. Evaluation can be formative (to facilitate learning) or summative (for assessment). I describe a number of methods which I have used in the formative evaluation of experiential learning. In general, I try to maximize feedback to all participants (including myself) having first created an atmosphere where defences can be lowered and the feedback heard. Finally, I consider summative evaluation, which presents considerable, but not insuperable, difficulties.  相似文献   

10.
As a White, middle-class, English-speaking female of the type commonly found in teacher education programs, I have had to learn how to use my perspective to challenge the assumptions of the “typical” student teachers for whom I am a teacher educator. This self-study describes how I have been transformed by this learning process. Studying my teaching has provided me with opportunities to challenge my own assumptions about teacher education and to confront my issues of control and ambiguity as they relate to teaching.  相似文献   

11.
In this essay I explore the constraints and opportunities confronting me as a newly qualified teacher and how these affect my pedagogy. I have reflected on my own development from beginning to newly qualified teacher and considered how such forces have shaped my identity as a teacher, my values and my approach to the job. As part of my exploration of my practice and the values I hold, I have revisited ‘The Place of English’, an essay I wrote midway through my Postgraduate Certificate in Education (PGCE) year; I have reconsidered how the current climate of educational reform and my subsequent experience have altered or strengthened these initial perceptions. In what follows I have reflected critically on two episodes of teaching and learning with my Year 10 class, my most challenging group, in order to further understand the way in which I have responded to the responsibilities and pressures placed on a classroom teacher. These pressures, I suggest, are intensified by the preconceptions of age and gender within my school and implicit more widely in the traditional values of our culture. The fragments of my practice that I have explored reveal tensions that gesture at a gap between educational theory, first-hand professional experience and governmental policy. They present an argument to resist the temptations of oversimplified, linear conceptions of teaching and learning, and maintain the place of English as a subject of creativity, exploration and expression that, at its heart, values both individual and collective student voices and identities.  相似文献   

12.
To what extent and in what ways should a teacher educator contribute to a type of teaching development that has long functioned successfully without much involvement of teacher educators? This self-study concerns my learning about my role as teacher educator in a learning study, a Hong Kong adaptation of a teacher-driven Japanese educational and cultural practice, Jugyou Kenkyu, credited with high quality learning outcomes for both teachers and students. My first learning study case forms the retrospective backdrop to the self-study. By describing and evaluating my personal experience of interactions such as recorded meetings and teachers' reflections, I attempt to discern a function for myself within the group. The self-study helped uncover some misguided assumptions and responses in coping with the new context and also provided some preliminary understandings of possible teacher educator responsibilities in this type of initiative.  相似文献   

13.

An on-going challenge in teacher education programs is how best to support new teachers in connecting their university coursework with their professional identity development and pedagogical practice in the schools. The reading and writing of case studies is one promising strategy teacher educators have explored as a means of assisting teachers in developing and cultivating a self-reflective, theory and practice reflexive, style of learning in the teacher education classroom and beyond. In the present paper, I present a case study of my own journey as a developmental and educational psychologist responsible for co-teaching a secondary teacher education course called "Adolescent Development for Teachers", in which having student-teachers research and write-up a case study of a single adolescent became the focus of the course and our pedagogy. I describe events that brought about the use of the case study in the course, the influence the use of the case study had on myself as an instructor as well as the students, and what students say are the educational benefits and difficulties of completing the adolescent case study. Implications for infusing a developmental focus into teacher education programs are discussed.  相似文献   

14.
Developing ePortfolios as part of preservice coursework and student teaching has become part of many teacher education programs nationwide. This article explores how developing an integrative knowledge ePortfolio (IKE, Peet et al., 2011) as part of one preservice teacher's education and during her early years in the classroom supported the role of reflection in personal pedagogy, offering concrete ways to think through issues specific to student teaching and into the transition to novice teaching. I consider the ways in which sociocultural perspectives on teacher education influence reflection and its development. Although teacher candidates might initially perceive ePortfolio building as a mere showcasing of individual skills and promise to prospective employers, folio reflective processes can quickly be adopted as a critical lens on teachers’ own practice, leading to new understandings and revisions in thinking. Thus, this article argues that, for me, ePortfolios provided a space for reflection as performance, giving me an additional means of inquiring into my classroom and becoming an integral and defining component of a commitment to reflective teaching practices.  相似文献   

15.
Reflection on subjectivity in the qualitative research process is fundamental to the methodology. Although much attention is paid to what to do (identify subjectivities), there is much less emphasis on how one should do this. Furthermore, a researcher engaged in an intimately familiar setting, such as a typical American classroom, faces the unique challenge of sifting through vast stores of prior knowledge and beliefs that influence perceptions of observed instruction, including experiences as a K-12 learner and classroom teacher. As a novice qualitative researcher and former special educator drawn to questions involving instructional practice in reading comprehension, I struggled to balance my emotional responses to observed instruction with my need to understand teachers' decision-making. I begin by sharing my own experiences as a novice researcher, brought forward from artefacts of that time. Moving to the present, I reflect on my early misperceptions, and conclude with recommendations for working with subjectivity in the research process.  相似文献   

16.
Abstract

Teacher education programs that appear to be more successful work to thread practicum experiences and on-campus courses with an eye to achieving overall program coherence. As part of a funded research project centred on understanding how teacher candidates perceive quality in their practicum experiences and, by extension, in their professional learning, focus groups were recruited for a series of discussions that extended over an academic year. I undertook this self-study in an attempt to examine the conditions for learning that made these focus groups so successful by virtue of participants’ commitment, engagement, focus and drive to become the best teachers they could possibly be. Self-study was an avenue for me to develop insights into my practice and to identify ways to move forward to become a more effective teacher educator who could model and scaffold responsive listening and relationship-building for future teachers. The two questions driving this self-study were “How does adopting and promoting a listening perspective improve participants learning?” And “What is transformative about responsive listening?” Identifying and challenging my assumptions were initial steps in understanding what a listening perspective entails, the importance of authorizing student perspectives and developing their pedagogical voices. Responsive listening became a means to interrogate my practice, to reframe my experience, to work in and from action, and to become more comfortable with the uncertain spaces where deep learning can occur – for myself and for those whom I teach. In so doing, I came closer to appreciating the possibilities for transformation.  相似文献   

17.
In this paper, I offer my own counterstory of matriculating through a teacher education program as an African American student on a predominately White campus as a reference point for thinking through how racism operates through teacher education’s dominant discourse and practice of teacher reflection. It is an important story to tell primarily because it touches on a largely unexplored dimension of teacher reflection. While the large majority of the literature has focused on how to prepare White preservice teachers to teach in a culturally and racially complex world, little qualitative attention has been given to the preparation of nonwhite students. While there are a few select and important articles that touch on some of the challenges African American students face in predominately White teacher education programs, including covert and overt racism, none focus on how teacher reflection might reproduce these dynamics. Thus what the literature on teacher reflection often suggests is that it is a racially neutral practice. In this essay, however, I suggests otherwise, by providing an intimate and critical look at my process of learning to be a reflective practitioner. The question I seek to grapple with is quite simply, “What does teacher reflection work to repress?”  相似文献   

18.
In my search for my identity as an online teacher, I did an informal self-study to determine if my online classes are equivalent to my face-toface classes. I compared student work and student evaluations from 14 courses: seven online and seven face-to-face. When I compared the quality of student work from both formats, I found it indistinguishable. When I compared the type of comments on student evaluations, they were indistinguishable as well. There seemed to be no discernible difference between me as a face-toface teacher and me as an online teacher. Based on the students’ perceptions and coursework, their learning and enjoyment of learning did not seem to be tied to whether I was in the room with them or not.  相似文献   

19.
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20.
I argue from an understanding of current feminist philosophy that a teacher's practice reflects changing experiences, knowledge, values, and identities, and as such can be productively thought of as a site for learning as much as a site for expounding upon what is known. This suggests a vision for what constitutes effective practice different from that commonly held in science. I argue that praxis proceeds from the personal epistemological standpoints of the teacher (defined as standpoint theory). This knowledge is only partially applicable to particular situations in the classroom. The hallmark of feminist pedagogy, if conceptualized as derivative from standpoint theory, is to “take everyday life as problematic” (Smith, 1991, p. 88). Implicit in such a conceptualization is that pedagogy starts from an explicit recognition of everyday life and both builds from and questions that beginning. This is true for students and also for the teacher, and is the root of my claim that through teaching, the teacher becomes a learner. The immediate circumstances in which teaching occurs present different and unique qualities from those in which the teacher's knowledge and value were created. As a teacher, I am therefore continuously confronted with the inadequacy of my knowledge. The circumstances and children's activities tell me that I need to do things differently. In this situation, the act of teaching as an assertion of knowing becomes a recognition of not-knowing. Teaching becomes an occasion for learning about subject matter, children, and self. I recount an example of teaching in a first-grade classroom to give this argument substance. This story is an example from my own teaching in which parallels between scientific theorizing and storytelling are drawn and capitalized upon as a vehicle for critical thinking in science. This became an occasion for reflecting upon the appropriateness of those values because of the multicultural qualities of the classroom. J Res Sci Teach 35: 427–439, 1998.  相似文献   

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