共查询到20条相似文献，搜索用时 31 毫秒
1.
We believe that the ideas associated with the Maker Movement have profound implications for teacher education. We have isolated the pedagogical principles of hack, adapt, design, and create as central to exploring how they work with teacher candidate participants in a maker pedagogy lab. We frame these ideas as Maker Pedagogy, which is the enactment of the principles inspired by the maker movement in the classroom to foster learners who operate as innovators, creators, sharers and givers of knowledge, tools and technologies. The purpose of our self-study research is to describe, interpret and analyze how our pedagogies of teacher education and our critical friendship have changed and developed as a result of providing experiences for teacher candidates in our maker pedagogy lab. In this project we use self-study methodology to investigate our teaching and practices, and we dialogue about our tacit and personal knowledge as it contributes to the knowledge and understanding of our teaching through Maker Pedagogy. In particular, the emphasis is on critical collaborative inquiry through critical friends and on dialogue as a valued component of our research. Of particular interest were data in the video recordings of each lab that indicated that one or both of us had reframed our understanding of maker pedagogy. The findings are framed as three themes that document what we are learning about Maker Pedagogy through teaching teacher candidates. These are (1) the value of self-study methodology, (2) Maker Pedagogy as distinct and (3) deepening our pedagogies of teacher education. 相似文献
2.
In this article we describe our engagement in self-study as part of an examination of design-based research for education. We focus on graduate-level online teacher education as an example of how self-study provided a means of examining deeply our teaching and our roles as teacher and designer in the learning environment. We posit that online learning environments are particularly well suited for self-study to enhance design perspectives because the interactions between teacher and students are informed by personal context and mediated by technological tools. The graduate students in our courses were teacher leaders in literacy or mathematics who were learning how to support professional development for other teachers. Throughout our self-study research we found ourselves drawing upon our previous design research experiences, which aided our ability to engage in self-study: We were part of the classroom system, focusing on our roles within the teaching and learning process as designers of the online learning environment. Three key design principles resulted from our self-study process: focusing on systems of learning and teaching, designing pedagogical tools and products, and using iterative processes. Engaging in self-study enhanced our understanding and implementation of synchronous online instruction, particularly regarding our use of technological tools to enhance student learning and support learning communities. 相似文献
3.
《Studying Teacher Education》2013,9(3):235-248
In this article we document the impact of tiered teaching on making the complexity of pedagogy transparent when teaching science education to pre-service primary teachers. Teaching science methods classes together and researching our teaching has enabled us to reframe our assumptions and move beyond the simplistic and misleading idea that teacher education is the modeling of exemplary practice. This self-study has evolved over three years. We were faced with the tension between modeling exemplary practice to teach science education and science content and making our teacher education practices explicit to our students. Tiered teaching has allowed us to manage this tension. Four major themes emerged from this self-study: the cost of tiered teaching; the shift in priority to less science education and more teacher education; our own growth in expertise; and the transformation of our practice. 相似文献
4.
5.
《Studying Teacher Education》2013,9(1):5-16
The growth in the field of self-study of teacher education practices has largely been based on teacher educators' desire to better understand teaching and learning about teaching. This paper reviews research over the last decade that has been important in shaping understandings of self-study and the issues, concerns and agendas that are emerging as crucial to furthering the work. A major purpose of the paper is to draw particular attention to ways of expressing the learning from self-study so that it might be meaningful and applicable in practice for other teacher educators; especially in relation to developing a pedagogy of teacher education. 相似文献
6.
In this article, we focus on an analysis of critical issues in supporting teacher educators conducting a self-study. As data, we have used the digital logbooks written by the participating teacher educators, the outcomes of the interviews we held at the end of the support process, and of a follow-up questionnaire answered by the participating teacher educators six months later. We have found seven issues critical to enhancing the chances of self-studies being beneficial to the practice of teacher education as well as to the further development of a knowledge base for teacher education. In addition, our study points to four themes for further attention and research. 相似文献
7.
论教育学的学科建构 总被引：2，自引：0，他引：2
周彬 《河北师范大学学报(教育科学版)》2001,3(3):11-14
教育学的功能是教育学系统的外向性特征，教育学的结构则属系统的几向性特征，内外特征一致与有机协作才是系统与完善的基石。因此，我们可以通过对教育学学科功能的分析来揭示教育学的研究对象与研究范围，并在对教育学学科进行如上梳理的基础上，构建包括教与学活动学、元教育学和外围教育学三个子学科系在内的教育学学和系统。 相似文献
8.
Offering an analysis of our multifaceted experiences as three Korean immigrant early childhood teacher educators in the United States, this critical collaborative self-study examines how positions as immigrant mothers and teacher educators interplay with each other. This study also explores ways in which the intersectional experiences influence our teaching pedagogy and practices. We found that we as immigrant mothers have challenges pertaining to parental involvement and maintaining our heritage language, meet tensions when advocating for diversity, and experience role-model pressure as teacher educators. Keeping these challenges in mind, the interactions between our two roles benefitted our students as our teaching became more critical and deeper. This collaborative self-study unpacks the intersecting positions of immigrant mother and teacher educator insightfully and reveals the development of pedagogical practices. It also suggests directions for classroom teachers and future researchers in relation to immigrant children and families. 相似文献
9.
This collaborative self-study examines the influence of engagement in the core practices movement on the course designs, instruction, and perspectives of three novice teacher educators at a large mid-Atlantic research university. Through core practices work, we integrated repeated cycles of analysis, practice, and reflection into our courses, ultimately becoming more deliberate and responsive in our planning. We engaged in more in-depth inquiry into our teaching as we inquired into the core practices with our teacher candidates and also noticed an enhanced use of shared language. Core practices work influenced our perspectives on the work of teacher educators by reaffirming our belief in the complexity of teaching and teacher education, raising important questions about the relationship between commitments and core practices and underscoring the value of learner-centered practices in teacher education. The finding of this self-study suggest that core practices present an opportunity to engage novice teacher educators in reflection, collaboration, and inquiry central to teacher education. 相似文献
10.
关于“教学是什么”的“教学本质”追问是一种简单化的思维方式,这种思维方式制约着教学论学科研究的空间。既有教学论研究框架的形成有三个来源,一是被机械化的马克主义哲学,二是既有教育学的学科研究框架,三是心理学相关研究成果的简单移植。这三个来源使教学论学科发展具有先天性的不足。关于“怎样”的教学论研究将带来教学论学科的“向上”和“向下”的两个路径的转向。其向上发展的路径是思考教学“应当怎样”的教学伦理研究,其向下发展的路径形成描述或解释取向的实践教学论研究。 相似文献
11.
以“中国知网”为平台,以“教育学教学”为主题,对近十年来我国高校教育学教学研究方法进行了检索和统计分析。结果显示,近十年来,我国高校教育学教学研究方法取得了显著的成就,但也还存在着一些值得重视的问题。在定性思辨分析上历史性、比较性思辨较弱和多学科分析不强;研究方法互相仿效、跟从;研究方法角度单一且对立性强。因此,高校教育学教学研究者应不断提高自身研究能力,形成自己的特点,并将定性思辨与定量实证相整合,从而推动教育学教学研究水平的整体提升。 相似文献
12.
Brenna Bohny Monica Taylor Sa-Qwona S. Clark Susan D’Elia Graziela Lobato-Creekmur Stephanie Brown Tarnowski 《Studying Teacher Education》2016,12(3):284-301
Through a self-study methodology, six doctoral students and a professor examine how our semester long doctoral level class became a transformative space for all participants. We investigate how each individual was able to participate in the construction of a powerful and meaningful learning community, which led to a re-visioning of ourselves as women and teacher educators. Feminist pedagogy and positioning theory provide a guiding framework for both the class and our own reflective research. Our findings include, but are not limited to, showing how negotiating the curriculum led to a doctoral class becoming a safe space and how this negotiation led to transferring democratic practices to our teaching and the tensions associated with that. This work contributes to the field of teacher education as it focuses on the importance of fostering classroom and school cultures where knowledge production is facilitated through democratized practices. Our study highlights the value of creating a learning community where all members, both students and teacher, share power, privilege, and voice. It is in these types of positive educational environments that true meaning making and change can occur. 相似文献
13.
Miriam Hamilton 《Studying Teacher Education》2018,14(1):88-102
This article explores the role of a teaching portfolio in supporting the transition from teacher to teacher educator. It uses aspects of self-study to catalogue the challenges and successes during this transition. Despite well-documented acknowledgement of the differing demands of teaching when compared to teaching how to teach, little is written about potential supports during transition to teacher education. This article cites benefits associated with developing a teaching portfolio during this period of transition. The process of reflecting on a teaching philosophy, interrogating pedagogy and developing a personal and professional development plan facilitate the formation of an adapted teacher identity. In addition, the scholarly, evidence-based process of portfolio writing acts as a bridge into the research and writing world of an academic. The portfolio writing process this researcher engaged in was based on iterative feedback from more experienced colleagues internal to the institution and from external panels. This led to a supportive and collaborative induction to the role of teacher educator from a number of perspectives. The researching of my self enabled deep reflection on my teaching philosophy, supported early academic writing and facilitated relationships with staff who acted as critical friends and mentors. This promoted the implementation of an effective teacher education pedagogy through structured, reflective, and evidence-led modifications to practice. This article creates awareness of the broader role of a teaching portfolio for teachers and teacher educators, in creating rich learning experiences for the pre-service teachers we teach. 相似文献
14.
《Studying Teacher Education》2013,9(1):75-88
This article is a collaborative self-study of our development as beginning teacher educators over the course of an academic year. A focus of our self-study was our shared interest in the role of theory and of practice in teacher education programs. Theodore taught a philosophy of education course and Shawn taught a practicum supervision course. Both authors share autobiographical excerpts of their teaching contexts and the problems of practice that they encountered. Our analysis suggests that the dichotomy between theory and practice is unhelpful and unproductive for both teacher candidates and teacher educators. Theory and practice are densely interwoven aspects of teaching that can be tacitly separated by coursework in teacher education. We advocate a pedagogy of teacher education that explores the radical middle between theory and practice. 相似文献
15.
This self-study of teacher education practices examines the processes of developing a pedagogy of teacher education. Drawing on multiple data sources (video and audio, reflective diary, and focus groups), we used concepts from rhizomatics to explore the question, “How does a teacher educator negotiate his learning and practice as he develops a pedagogy of teacher education?” We explicate the complexity of teacher education learning by showing how a conflux of interactive elements co-produce a teacher educator’s practice. This encourages us to introduce the metaphor of “orchestration” as a way of conceptualizing teacher educator practice and pedagogy. 相似文献
16.
《Studying Teacher Education》2013,9(2):173-187
This paper explores the dual and seemingly contradictory potential of self-study research to illuminate our fears, anxieties, tensions and uncertainties as teacher educators, whilst acting as a catalyst for community building. This self-study research was conducted during the founding year of a new school of education, drawing data from surveys and interviews with faculty about their own self-study research and participation in one another's studies. Through these collective self-studies, faculty members constructed and negotiated their identities as teacher educators and as a school of education. As researchers and researched participants, the faculty of the new school of education moved during that first year between vulnerability and community, a process illuminated by their self-study research. 相似文献
17.
《Studying Teacher Education》2013,9(1):61-75
Engaging in a self-study is a multi-faceted activity that involves not only autobiography and theory, but also students and colleagues. Learning from and with colleagues can take many forms. This article discusses the authors' experience with reciprocal classroom observation in a teacher education context. Peer observation supported our learning about our own teaching by providing suggestions for change and mutual reassurance. In this study we make connections between learning from each other, ourselves, our students and theories of teaching and learning. Specifically, we address what we learned about pedagogy in relation to missed opportunities, teacher-directedness and articulating purpose; about curriculum, in relation to balance and standards; about our students, in relation to their backgrounds as well as social tensions; and about ourselves as teachers and learners in relation to rapport, role modeling and collegiality. We demonstrate how peer observation can be a valuable component of ongoing professional development for tertiary teachers. 相似文献
18.
This article reviews 65 studies presented at the 10th international self-study of teacher education practices conference in 2014 to determine whether emerging self-study research incorporates the five major characteristics of self-study: self-initiated inquiry that is situated and improvement-aimed; undertaken collaboratively; uses multiple research methods; and demonstrates trustworthiness. We present an analysis of 63 empirical studies with reference to the five major characteristics and several additional criteria. Our analysis indicates that most of the self-studies reported at the conference were conducted within the context of faculty teaching programs with case analysis as the predominant approach; also, most were carried out collaboratively. Multiple research methods were preferred over single methods and the most frequent analysis was presented in the form of themes and topics. This review corroborates that empirical studies generally meet the major characteristics of self-study research, although not every self-study reviewed was conducted with a defined collaborative theoretical framework. Collaboration, use of multiple research methods, and trustworthiness emerged as three characteristics that were not always addressed adequately or carefully. 相似文献
19.
《Studying Teacher Education》2013,9(2):135-154
This paper reports a self-study of developing an integrated play-based pedagogy in a preservice early childhood teacher education subject about play. It is framed by understandings of play in children's lives and adult learning. The self-study was initially driven by a contradiction between teaching preservice teachers about play through didactic means and learning about play through play. Other tensions subsequently arose in this self-study and required me to reframe my thoughts and actions so I could move forward. This paper documents the tensions and reframings as the self-study proceeded over the course of a semester. It reveals that developing an integrated play-based pedagogy not only involves play-based activities per se but also the atmosphere in which experiences and interactions unfold and the play qualities they embody. Ideally, students become major players in the process of the development of pedagogy. 相似文献
20.
韩峰 《太原大学教育学院学报》2013,31(1):13-15
开展研究性教学是教育学教学改革的共识,教育学课程的特点和当前教育学教学存在的问题,迫切需要在教育学的教学中开展研究性教学。重新设计教育学的教学过程,将教学过程分为略讲和精讲,结合经典案例分阶段设计作业,加强学生与教师密切的互动和合理的评价是研究性教学需要注意的几个问题。 相似文献