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1.
《Studying Teacher Education》2013,9(2):107-121
When the right hand washes the left, the right hand comes clean too. (Nigerian [Igbo] proverb) The notion of critical friendship is central to self-study. A critical friend acts as a sounding board, asks challenging questions, supports reframing of events, and joins in the professional learning experience. In this paper, we share our experiences of acting as critical friends for each other in two separate self-studies of practice. We discuss what we learnt about our practice from having and being a critical friend, as well as what we learnt about the role of the critical friend. 相似文献
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Elizabeth Petroelje Stolle Charlotte Frambaugh-Kritzer Anne Freese Anders Persson 《Studying Teacher Education》2019,15(1):19-30
ABSTRACTThis self-study documents two teacher educators’ professional inquiry into the notions of critical friendship. Specifically, we asked: How does our interactive inquiry on the topic of critical friendship lead us to new understandings of critical friends? Three theoretical perspectives framed this study – More Knowledgeable Others, Thought Collective, and reflection. Data sources included (a) artifacts from the self-study scholarship/literature, (b) written and real-time (audio recorded) dialogue, and (c) critical friend response memos. We systematically analyzed our data, linking the initial themes to our theoretical frame. These themes led to three findings about critical friendship: flexible definitions, complex characteristics, and multiple learning phases. Based on these findings, we created two research tools useful for researchers enacting critical friendship – the Critical Friend Definition Continuum and the Critical Friend Guide for Quality Assurance. Ultimately, we assert that we, along with our colleagues, must be responsible brokers of critical friendship by explicitly explaining our purposes, definitions and uses of critical friendship within our work as self-study researchers. 相似文献
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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
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《Studying Teacher Education》2013,9(2):139-159
ABSTRACTThis article outlines how a cyclic process of reflection and action was strengthened by the role of an external critical friend in a collaborative self-study. As three teacher education practitioners, two of us participated in the collaborative self-study, acting as internal critical friends to each other, while the third added an external layer of criticality. We both coached the university football team through one playing season: planning, coaching and reflecting collaboratively. Examination of the collaborative self-study identified two essential elements that supported our learning. The collaborative self-study was supported by a cyclic process of reflection, planning and action, and this foundational layer with review and deliberation to support the critical reflection contributed to learning and practices, both as coaches and as teacher education practitioners. A second layer of collaboration, in conjunction with an external critical friend, added to the depth of critique. While the role of critical friend is not new to self-study, analysis of data from both layers of critical friendships is useful in exploiting the structures and methods used throughout the study to contribute to individual and collaborative learning. This article presents the intricate details of the modus operandi – the repetitive cycle of action and reflection at the foundational layer, and the additional review and deliberation with an external critical friend in the second layer. 相似文献
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《Studying Teacher Education》2013,9(3):258-271
ABSTRACTIn this article, we engage in collaborative self-study through a critical friendship that is specifically designed to evoke our personal histories in relation to how we approach our practices as teacher educators. In particular, we focus on understanding the conceptual origins of our pedagogies of teacher education and how our identities as teacher educators were shaped, and continue to be shaped, by colleagues, teacher candidates, and by the process of self-study itself. We argue that the multiple studies that are available to any self-study research programme create a plurality of publics in which we identify, and are identified, in particular ways by particular members of the teacher education community. One significant avenue for our developing line of work concerns the ways in which our shared bilingualism plays out during our critical friendship, and how the use of multiple languages helps us to reframe our identities as teacher educators, particularly whilst engaged in translanguaging practices. 相似文献
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Stefan Sorge Jochen Kröger Stefan Petersen Knut Neumann 《International Journal of Science Education》2019,41(7):862-889
ABSTRACTTeachers’ professional knowledge is considered one of the most important predictors of instructional quality. According to Shulman, such professional knowledge includes content, pedagogical content and pedagogical knowledge. Although recent research shed some light on the structure of the dimensions of professional knowledge, little is known how teacher education impacts pre-service physics teachers’ professional knowledge. In an effort to address this issue, we examined the content, pedagogical content and pedagogical knowledge of N?=?200 pre-service physics teachers enrolled in different years of teacher education at 12 major teacher education universities in Germany. We used structural equation modelling (1) to examine the relations amongst pre-service physics teachers’ content, pedagogical content and pedagogical knowledge, (2) to explore how the three kinds of knowledge and their relations differ across different stages of teacher education and (3) to identify factors affecting the level of each component of professional knowledge. Our findings suggest that content, pedagogical content and pedagogical knowledge represent distinct types of knowledge. Furthermore, our findings show that in the first years of professional education, pedagogical content knowledge is more closely related with general pedagogical knowledge while in later years, it is more closely related with content knowledge, suggesting that it develops from a general knowledge about teaching and learning into knowledge about the teaching and learning of specific content. Finally, beyond school achievement and years of enrolment as predictors, we find in particular the amount of classroom observations to have a positive impact on the professional knowledge of pre-service physics teachers. 相似文献
7.
密歇根州立大学整合取向的教师教育课程,以学科教学知识为基点,强调以研究为基础的教学知识和课程知识,注重专业实习,体现了理论学习与实践反思的有机整合,同时强调高水平的学科知识标准和教育专业标准,倡导建立全纳型学习共同体,体现了专业取向与社会公正取向教师教育思想的融合。密歇根州立大学整合取向的教师教育课程理念与实践,可以为我国教师教育课程发展提供借鉴。 相似文献
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This article documents the critical friendship of an experienced teacher educator and a doctoral student through our joint exploration of student teaching supervision. By adopting a co/autoethnographic approach, we learned from biographical and contemporaneous critical incidents that informed short- and long-term practices. In particular, we learned about supervision from our experiences as student teachers, mentors, and university supervisors. We learned about supervision through experiences and insights as they occurred and from the relational dynamics provided by our critical friendship. We dissect critical moments that resulted in a series of key understandings. Autobiography informs practice: in sharing our biographies, we developed an understanding and vision for the type of supervision practice we wished to enact. Reflection and discussion inform practice: by journaling and discussing the supervision process, we reconsidered and acted upon practice. Finally, critical friends provide transformative insights into practice: we learned from each other through interaction and critique of past actions, current practices and future actions. Our collaboration was instrumental in providing a vision that defined our individual pedagogies of supervision. Consistent with other scholarship on the learning of student teacher supervision, this article promotes the provision of a support space for both novice and experienced supervisors to deconstruct and improve practice. 相似文献
10.
Kathryn R. Wentzel Sophie Jablansky Nicole R. Scalise 《Educational Psychology Review》2018,30(4):1241-1267
Using meta-analytic techniques, we examined systematically the evidence linking friendship to academically related outcomes, asking: To what extent is friendship related to academic performance and to academically related cognitive skills? Based on 22 studies that yielded 81 effect sizes and 28 independent samples, we examined relations between friendship and academically related cognitive skills (e.g., scientific reasoning, linguistic skills, spatial memory) and performance (e.g., academic grades, test scores). The role of friendship was defined in one of two ways: working with mutual friends on academic tasks and the experience of having friendships (as indicated by having at least one reciprocated friend or a number of friends). Small to moderate effect sizes suggest that working together with a friend and simply having a friend were related significantly and positively both to cognitive and performance outcomes. Student (sex, age, country of origin) and methodological (measurement, design) characteristics were not significant moderators of relations between friendship and academically related outcomes. 相似文献
11.
This empirical study investigates secondary science teachers’ perspectives on science education reform in Taiwan and reflects how these teachers have been negotiating constructivist and learner-centered pedagogical approaches in contemporary science education. It also explores the challenges that teachers encounter while shifting their pedagogical focus from traditional approaches to teaching science to an active engagement in students’ learning. Multiple sources of qualitative data were obtained, including individual interviews with science teachers and teachers’ reflective journals about Confucianism in relation to their educational philosophies. Thematic analysis and constant comparative method were used to analyze the data. The findings revealed that Confucian traditions play a significant role in shaping educational practices in Taiwan and profoundly influence teachers’ epistemological beliefs and their actual classroom practice. Indeed, science teachers’ perspectives on Confucian learning traditions played a key role in supporting or obstructing their pedagogical commitments to inquiry-based and learner-centered approaches. This study draws on the literature concerning teachers’ professional struggles and identity construction during educational reform. Specifically, we explore the ways in which teachers respond to educational changes and negotiate their professional identities. We employed various theories of identity construction to understand teachers’ struggles and challenges while wrestling with competing traditional and reform-based pedagogical approaches. Attending to these struggles and the ways in which they inform the development of a teacher’s professional identity is vital for sustaining current and future educational reform in Taiwan as well as in other Eastern cultures. These findings have important implications for teachers’ professional development programs in East Asian cultures. 相似文献
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新教师初入职阶段的专业学习是成功进入教师职业的关键。大量研究表明,新教师的工作实践状况和工作环境极大影响着其专业学习。国内已有研究在教师专业学习的目标、内容、途径与方法等方面进行了有益的探索。怎样理解和解释新教师初入职阶段的专业学习,进而分析其生存和发展状态？运用伯恩斯坦的教育符码、社会分工、教育话语等教育社会学理论可以为之提供帮助,也为教师教育的改革和发展提供些许建议。 相似文献
14.
学科教学知识：一个教师专业发展的新视角 总被引：13，自引：0，他引：13
学科教学知识概念的提出，对教师教育的理论与实践产生了重大影响。文章在探讨了学科教学知识的内涵、特征、建构等问题，并分析了学科教学知识对教师专业发展的意义的基础上，进而提出以学科教学知识概念指导我国教师教育改革的若干对策。 相似文献
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While there is a growing literature focused on doctoral preparation for teaching about science teaching, rarely have recommendations extended to preparation for teaching science content to teachers. We three doctoral students employ self-study as a research methodology to investigate our developing pedagogical content knowledge for teaching science to teachers during a mentored internship in an elementary teacher professional development program. With our mentor, we examine critical incidents in the experience that supported new insights about teaching teachers and about ways in which beginning teacher educators need to develop their existing pedagogical content knowledge for teaching science to students in order to teach science effectively to teachers. We emphasize ways in which doctoral internships can support this learning and how our respective cultures shaped our interactions with and perceptions of teachers as learners. 相似文献
17.
As teacher educators, preparing student–teachers who are able to address diverse student needs is our main concern. It has been suggested in the literature that teachers who are adaptive to students’ needs are those who possess adequate pedagogical content knowledge or pedagogical understanding. However, it is not uncommon for teacher educators to find student–teachers with diverse pedagogical understandings even at the point of graduation from the teacher education programme. This paper aims to explain and analyse the development of pedagogical understanding among student–teachers in an initial teacher education programme. The findings are drawn from a study conducted at the Hong Kong Institute of Education where in-depth interviews were carried out during the four-year programme. The findings from the three selected cases provide an explanation for why some individual student–teachers show continuous development, whereas others remain confused in their pedagogical understanding throughout the teacher education programme. While acknowledging individual differences in pedagogical understanding, we attempt to explain such differences by investigating the relationship between different dimensions of the student–teachers’ learning such as the integration of pedagogical understanding with the teaching contexts, integration of feedback from lecturers and supporting teachers, and their focus of concern. The findings reveal that the three cases demonstrate different levels of pedagogical understanding and possess varying ‘senses of agency’. Of the three cases, the first one, Peggy has the strongest sense of agency. Despite influences related to classroom management, diverse learning ability among pupils, and the teaching methods which pupils were accustomed to previously, she actively introduced rhythmic movements into her lessons, developed pupils’ ability to learn gradually and achieved an impact on pupils’ learning which was also recognized by her supporting teacher. The analysis suggests that the second case, Lilian has a weaker sense of agency as she was severely limited by influences in the teaching context in her first teaching practice and resorted to teacher-centered teaching strategies. She improved later on in the programme and started to plan her own learning, drawing on the feedback she received as well as learning from other taught modules, from feedback from various sources, and from her pupils’ responses to her teaching and her own evaluation of her teaching. The third case, Stephanie remained confused throughout the programme and struggled with the implementation of student-centered teaching strategies. The ability to practice one’s own convictions and demonstrate an active sense of agency distinguishes the student–teacher who achieves better pedagogical understanding. Drawing on the findings, the paper concludes that it is crucial for teacher educators to identify ways to nurture a sense of agency among student–teachers. Implications for teacher education programmes are discussed, including providing opportunities for student–teachers to be able to articulate and integrate their pedagogical understandings, as well as negotiate how to accomplish their learning and teaching targets despite complex classroom situations. 相似文献
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The aim of this paper is to place Derrida's and Foucault's ideas on friendship in conversation and then discuss how those ideas provide a pedagogical space in which critical educators in conflict-troubled societies can promote new modes of being and living with others. In particular, the notion of critical pedagogies of friendship is theorized and the pedagogical implications that follow are examined in the light of the emotional complexities of troubled knowledge in conflict-troubled societies. It is argued that critical pedagogies of friendship that take into consideration the emotional complexities of troubled knowledge help us interrupt the enemy–friend binary and revamp our sense of compassion and responsibility to others. Most importantly, critical pedagogies of friendship enable the creation of new spaces of political subjectification that nurture the invention of new relations of emancipation. 相似文献
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In learning communities, students share their knowledge which might contribute to academic performance. This study disentangles peer selection from influence processes in modelling first-year students’ academic performance after the transition to university. Longitudinal peer network data were obtained from 95 bachelor students at two time points in a social sciences study programme with eight learning communities. Using co-evolution modelling in RSiena, we found that students help each other more often when they are already friends and students who help each other academically are more likely to become friends. The higher a student performs, the more often the student is selected as a friend or as an academic helper and the more often this higher-performing student initiates friendship and academic help relationships. Although learning communities are often implemented to enhance academic performance, we did not find evidence that peer relationships in learning communities influence academic performance. 相似文献
20.
Saba Khan Vlach Laura Taylor Melissa Mosley Wetzel 《Pedagogies: An International Journal》2019,14(1):62-77
Many teacher education programs provide teachers with opportunities to read, write, and discuss critical pedagogy, with the hope that such work will allow them to develop more equitable and just teaching practices. Yet, there often remains a gap between the theoretical discussions of teaching and learning in teacher education classrooms and the pedagogical practice in those teachers’ K-12 classrooms. In this study, we examine how one teacher, Gabriela, used narratives to make connections between her third-grade classroom and the critical concepts she was exploring in a teacher education course. Embedded within an ethnographic case study of an inservice teacher education program, we used a discourse analytic approach to examine both the sociocultural knowledge and the identities Gabriela constructed through narrative as she engaged with issues of language, race, and power within the course. We consider some of the affordances of narrative in this space, including how it allowed Gabriela to integrate her understandings of multiple course topics, to position herself in multiple ways as a teacher, and to disrupt her existing understandings of race and racism in the classroom. This analysis suggests that critically oriented teacher education programs might more intentionally make space for narrative to connect critical theory and pedagogical practice. 相似文献