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1.
This article responds to Yuli Rahmawati and Peter Charles Taylor’s piece and explores my role as a science teacher, science teacher educator and researcher in two contexts, Sierra Leone and Bhutan. In the first part of the article I reflect on my 3 years as a science teacher in Sierra Leone and demonstrate resonances with Yuli’s accounts of culture shock and with her positioning of herself in a third space. I also reflect on the importance of colleagues in helping me reshape my identity as a science teacher in this new context. The second part of the article reflects on much shorter periods of time in Bhutan and my work as a teacher educator and researcher where, unlike Sierra Leone, it was not possible because of the short periods I worked there, to occupy a third space. I close by discussing how in Bhutan, but also Sierra Leone, collaboration with colleagues allowed me to contribute my own expertise, despite my lack of a deep understanding of the cultural context, in a way that was as valuable as possible. I liken this way of collaborative working in my professional life as ‘swimming with the shoal’.  相似文献   

2.
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   

3.
This essay unfolds through a series of juxtapositions, involving storytelling and writing of a more analytical nature. In thinking about what I ‘know’ as an English teacher, my aim has been to present my ideas in a form that might do justice to the contradictions and complexities of my professional life, including my continuing efforts to negotiate a pathway between the rich particularities of the educational settings in which I have worked and my knowledge and values as an English teacher. My primary focus is on how my literary education has shaped and been shaped by my work as an English teacher vis-à-vis a devaluing of teachers’ disciplinary knowledge that has occurred through standards-based reforms. I attempt to make the standpoint from which I am writing an object of scrutiny, thus producing an account of what I ‘know’ that arises out of my work as an English teacher and returns to it as a necessary dimension of a politically committed praxis.  相似文献   

4.
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   

5.
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   

6.
Contemporary approaches to pre-service teacher education and in-service teachers’ professional development increasingly reflect the general paradigm swing in education, advocating for dialogic co-construction of understandings of teaching and learning rather than monologic telling of how to be a teacher or how to improve teaching practice. However, teacher–learners sometimes have difficulty adapting to the different stance required of them to participate effectively in this change of approach. Successfully facilitating the development of learners to take an active, inquiry stance requires engaging in the process of development of oneself: being open to new approaches, being prepared to be uncomfortable and being willing to extend one’s comfort zone as a teacher educator. In this self-study project, I use iterations of poetry writing and reflection to document my introduction to Dialogical Self Theory (DST) and the development that these explorations provoke. By exploring different perspectives of why learners sometimes ask teachers to “Just tell us,” I have become more thoughtful about the nature of dialogue and how this might be supported in engaging with learners. I argue that using DST as an analytical tool has not only provided meaningful personal insights that have affected my own professional practice as a new teacher educator, but also shown potential for facilitating the development of teachers at all stages of their professional becoming.  相似文献   

7.
Writing the queer self involves locating the self within a broad understanding of queer that recognises a spectrum of sex, sexual and gendered subjects. In this article, I discuss how I write the queer self to link the personal to my positional practice as a gay teacher educator. I overview my work with Agape, which is a focus group that I initiated in my university's teacher education programme to explore sex, sexual and gender differences in education and culture. I explore how I link my queer autobiography to the professional and the pedagogical, and how I use it to engender deliberations about queer presence, representation and place in education. I conclude by speaking on the importance of doing this work as an ethical project for social justice and educational transformation.  相似文献   

8.
In this article, I theorize a specific pedagogical moment as a teacher educator by taking up a particular aspect of phenomenological philosophy – the phenomenological reduction – and a particular conception of pedagogy informed by Bourdieu’s philosophies – nomos and habitus – in order to put them in closer dialog with one another. I also bring the theoretical and conceptual work of other critical and poststructural thinkers – hooks and Boler – to bear on a nagging pedagogical concern I experienced as a teacher educator when one of my students made me painfully aware of something I had missed, creating a landscape for how each may be imagined as not only exercises of teaching but as larger commitments to practice and theory, relationship with learners, as well as relationship with self. This concern became a phenomenological pedagogical moment of self-discovery and defined possibility in the classroom where I learned to shift and suspend pedagogical practices and step back to take a moment to see what had yet to be noticed, a time in which I chose to eat a naked lunch.  相似文献   

9.
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   

10.
Reviews     
In Teacher Education and the Cultural Imagination: Autobiography, Conversation, and Narrative, Florio‐Ruane and deTar present an account of their investigation of the use of autobiography and the role of conversation in teacher education. To facilitate rich autobiographically‐focused teacher‐to‐teacher conversations, Florio‐Ruane draws on a book‐club format. As a veteran primary‐grade teacher who has worked hard to enact culturally‐informed, child‐responsive literacy practices in the classroom, as a teacher educator who advocates the use of autobiography as a site for teacher learning, as a curriculum theorist who sees autobiography as a rich source of both curriculum theory and curriculum practice, and as a researcher who witnessed first hand the power and potential of the ‘book‐club’ model for teacher professional development, I found Teacher Education and the Cultural Imagination both engaging and informative. In the essay that follows, I discuss the significance of this new book in terms the enduring realities in US education. I also situate the book within the educational literature concerning autobiographical‐based curriculum inquiry, and, finally, I link Florio‐Ruane's new book to my own research on the professional lives of teachers working under intensified conditions of educational accountability.  相似文献   

11.
This article discusses practitioner research that focused on student resistance to teaching about the apartheid past and issues of ‘race’ in a first year English studies course at a predominantly Afrikaans and ‘white’ university in South Africa. The study aimed to explore the way in which students and the teacher engaged with a form of critical pedagogy moment–by–moment in the classroom. In this article, I turn the analytical spotlight onto myself, analysing the way in which my own multiple and sometimes contradictory identity positions as an educator play themselves out. In particular, I explore the tensions between my preferred ‘democratic’ teaching style, and my moral or ethical views. I argue that this tension creates a dilemma for teaching within critical pedagogy, which is not easily resolved. I also reflect on the experience of researching my own teaching practice, and attempt to understand how my research insights were developed, linking this to the distinction between reflective practice and action research.  相似文献   

12.
In this inquiry, the author inquires into her shifting ‘self’ as a researcher/teacher educator in teacher professional development. The ‘self’ in question is acknowledged as being historically, culturally and locally specific. It is also acknowledged as unfixed or unstable; constructed from and in response to various, and often competing, discourses. As an autoethnographic inquiry, this article presents vignettes of the self/researcher/teacher educator embedded in the messiness and complexity of lived experiences and it represents her attempts to make sense (albeit partial and provisional) of these experiences. Central to the inquiry is an examination of the roles played by serendipity and by writing itself in the processes of sense- and self-making.  相似文献   

13.
Teacher educators are expected to help their student teachers learn how to teach. How teacher educators do this depends on their beliefs, particularly on how they think about teacher learning. Earlier in my work as a teacher educator I thought of teacher learning as a psychological process or phenomenon and this view guided my work with my student teachers. Subsequently, I have been drawn to pragmatist and sociocultural views that portray human thinking and acting as intimately linked to the physical, social and cultural environment. Adopting such views helped me to see teacher learning in a new light, less as a mental issue and more as a social and cultural issue. Here I reconstruct my transformation of coming to see learning to teach as situated.  相似文献   

14.
Drawing from long-term ethnographic research in the Andes, this paper examines one Quechua-speaking Indigenous bilingual educator’s trajectory as she traversed (and traverses) from rural highland communities of southern Peru through development as teacher, teacher educator, researcher, and advocate for Indigenous identity and language revitalization across urban, periurban, and rural spaces. Neri Mamani grew up in highland Peru and at the time I met her in 2005 was a bilingual intercultural education practitioner enrolled in master’s studies at the Program for Professional Development in Bilingual Intercultural Education for the Andean Region (PROEIB-Andes) at the University of San Simón in Cochabamba, Bolivia. Drawing from my ethnographic research at PROEIB that year, situated also within a broader context of my ethnographic research on bilingual education in the Andes across several decades and Neri’s life trajectory across those same decades, this paper analyzes her narrative as it emerged in a 4-hour interview with me. I argue that Neri and her peers’ recognizing, valorizing, and studying the multiple and mobile linguistic, cultural, and intercultural resources at play in their own and others’ professional practices around bilingual intercultural education enable them to co-construct an Indigenous identity that challenges deep-seated social inequalities in their Andean world.  相似文献   

15.
This article reports on a two-year self-study exploring my roles and evolving philosophy as an early childhood teacher educator teaching diversity in the US. I was interested in better understanding how and what I can learn from the complexity of my teaching experiences. Data included my professional journals, students’ reflection journals, and communication with a critical friend. I examined, when teaching diversity, how I constructed and navigated my roles, how the students constructed and perceived my roles, and how they have transformed my instructional philosophy and practices. The findings illustrated a dynamic and tension-filled experience of a teacher educator teaching diversity in the US as a perceived outsider, suggesting that it was a reflexive learning opportunity. The findings are aligned with a growing recognition that appropriate time and space is necessary for teacher educators to share and exchange their experiences and to gain support for their professional development when teaching diversity. Further, the findings are supportive of the contribution of self-study research in advancing the broader field of teacher education research.  相似文献   

16.
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   

17.
Abstract

This self-study frames the influences of cooperating (or mentor) teachers on teacher candidates in my teacher education classroom as an action-at-a-distance on my pedagogy of teacher education; that is, a tacit set of influences and expectations that teacher candidates develop about my course before it even begins. Interviews with teacher candidates enabled me to develop two conceptual metaphors to think about the relationships candidates develop with cooperating teachers on practicum. The first, freedom with foundation, reflects the fact that teacher candidates hope to have considerable autonomy in their practicum placements while simultaneously having the support from their cooperating teacher to receive meaningful, regular, feedback. The second, power and performance, names the tensions teacher candidates feel in experiencing the practicum as a site of performance rather than as a site of learning. I offer some specific pedagogical ways in which I have responded to these issues before making a turn to self. I examined journal entries from my own experiences as a teacher candidate 20 years ago with a view to understanding the ways in which the two metaphors may have played a role in my own development as a teacher. This research compels me to attend explicitly to action-at-at-distance forces in my teacher education classroom, such as candidates’ relationship with cooperating teachers and my relationships with my former cooperating teachers.  相似文献   

18.
A growing body of teacher identity-based research has begun to embrace that the development of self-understanding about being a teacher is critical to learning how to teach. Construction of a professional teacher identity requires much more beyond mere content, skills and a foundational pedagogy. It also includes an intersection of the personal and professional self, which gives way to the emergence of multiple identities in the classroom. An educator’s gender, nationality, language and interests among other tenets all permeate the classroom field and coexist alongside the professional role identity. This paper aims to use narrative as a way to discuss how science educators can mediate holding several identities in the classroom in order to create an environment characterized by successful teaching and learning. Drawing from an array of sociocultural theoretical perspectives, complementary constructs of identity by Jonathan Turner (Face to face: toward a sociological theory of interpersonal behavior. Stanford University Press, Stanford, CA, 2002) and Amartya Sen (Identity and violence: the illusion of destiny. W. W. Norton, New York, 2006), George Lakoff’s (Metaphors we live by. University of Chicago Press, Chicago, 1980) work on metonymy, and David Bloome’s (2005) theorization of the power of caring relationships, I explore the ways in which my Black female Caribbean identity has transformed the science classroom field and created positive resonance for some of my privileged White students who have Caribbean caretakers at home. To begin, I unpack how Afro-Caribbean immigration to urban centers in the United States continues to produce childcare occupational opportunities in places like New York City. Being a first generation Trinidadian immigrant, my many identities have structured my science teaching praxis and consequently transformed the way my students learn science. A significant part of this paper is a reflexive account of experiences (primarily dialogue) with science students situated both within and outside the science classroom. Conversations with students who were raised through the hired help of Caribbean nannies have revealed that there is a strong resemblance to the way they perceive their caretakers as they do me—their instructor. These conversations serve as a backdrop to illuminate the dynamic nature of identity construction and its relationship to the development of ongoing dialogue. The hope is that this autoethnographic work illustrates the salience of student lifeworlds in affording opportunities for success in the science classroom. Additionally, this research seeks to illustrate how understanding the unconscious ‘backgrounding’ and ‘foregrounding’ of certain identities in the classroom can improve one’s praxis in the urban science classroom and possibly increase student success in science. It is also hoped that this story reiterates the importance of using stories for purposes of scholarship, for moving towards better understandings of the social situations we are concerned to investigate as researchers and for better communication of those understandings.  相似文献   

19.
“Confessions” begins with an auto-ethnographic account of my learning-through-movement in a relationship that was intimate, therapeutic, embodied and instructive—with a teacher called Annie. It seems sensible to start with a choreographic teacher of Feldenkrais therapies and theatre-movement to think about the meanings I import from my roles as learner, therapist and performer to my roles as educator and feminist—and back again. My work with Annie, as her student, brought choreography back into the social science class rooms in which I teach, along with an acute awareness of my embodied self as a condition/centre of my pedagogical strategies in teaching the social. Amplifying this experience, I present ways of storying and reading my teaching praxis in conventional academic classrooms, as informed by the ways in which I theorise my learning that has occurred outside of them.  相似文献   

20.
This essay emerges from my position as a new trainee teacher, entering my first school, a school as unique and also as typical as any. What struck me was the complexity of the school's culture (and counter-cultures). Language was revealed as a site of resistance, a clash between staff and pupils at the point of instruction; a reluctance to read or write; an unanticipated response to text. This resistance was often shut down, yet it must at some level be meaningful. Indeed, it was often clearly communicated to me by the boys' complaints about having to read the texts prescribed to them, or indeed in the depth of the creative responses, particularly to visual images, that many of them displayed when given the opportunity to write in class. This suggests the need for a broader understanding of the way language is used, the different registers employed by pupils in interactions in the classroom; and, for me in my new role as teacher, the challenge of how to harness those moments which enable students to explore expression in ways they find meaningful.  相似文献   

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