Verfügbarkeit: Powerful Pedagogy | Technische Universität München

Powerful Pedagogy: Self-Study of a Teacher Educator's Practice

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Bibliographische Detailangaben
Beteilige Person:	Brandenburg, Robyn (VerfasserIn)
Format:	Buch
Sprache:	Englisch
Veröffentlicht:	Berlin Springer 2008
Schriftenreihe:	Self Study of Teaching and Teacher Education Practices 6
Schlagwörter:	Lehrer Reflective teaching Teachers > Training of Teachers > Training of > Research Beruf Reflexion > Philosophie
Links:	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016368539&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
Umfang:	XXVI, 208 S.
ISBN:	9781402081958

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Datensatz im Suchindex

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adam_text	Contents Acknowledgements ........................................................................................ vii Series Editor s Foreword ............................................................................. ix Preface ............................................................................................................ xi Overview of the Contents ............................................................................. xiii List of Figures ................................................................................................ xxiii List of Tables ................................................................................................. xxv Part I Researching Teaching in Teacher Education 1 A New Professionalism ........................................................................... 3 Introduction ............................................................................................... 3 The Beginning Teacher Educator ............................................................. 4 Teaching Mathematics in Pre-service Teacher Education .................... 5 Structures in Place and Happening ....................................................... 8 Developing My Conceptual Framework ................................................... 8 Assumptions as a Lens to Study Practice ................................................. 10 Assumption Hunting ................................................................................. 10 2 Understanding the Underbelly: Making Sense of Theory ................... 13 Introduction ............................................................................................... 13 My Theoretical Platform: How Does Knowledge Develop? .................... 14 Phronesis and Episteme ........................................................................ 17 A Knowledge Base for Teacher Educators ............................................... 18 Experiential Knowledge ........................................................................ 19 Knowledge for, in and of Practice ........................................................ 19 Summary ................................................................................................... 20 xvi Contents 3 Self-Study of Practice .................................................................................. 21 Introduction .................................................................................................... 21 Self in Self-Study ........................................................................................... 22 Characteristics of Self-Study ..................................................................... 23 Collaboration in Self-Study ....................................................................... 24 Away from a Traditional Paradigm ............................................................... 25 Why Self-Study? ............................................................................................ 26 4 Designing my Self-Study Research ............................................................. 29 Introduction .................................................................................................... 29 Types of Data Gathering Techniques ............................................................ 30 Roundtables .................................................................................................... 30 Roundtable Field Notes .............................................................................. 31 Pre-service Teachers Post-Roundtable Written Reflections ..................... 31 Pre-service Teachers Post Buddy Teaching Written Reflections ......... 32 Multiple Perspectives Tasks ...................................................................... 32 Pre-service Teachers Focused Written Tasks ............................................ 33 The ALACT Model of Reflective Practice ................................................ 34 Freewrites ................................................................................................... 36 Critical Incidents as Data Gathering .......................................................... 36 Teacher Educator Journal Entries .............................................................. 37 Assumptions ............................................................................................... 38 Analysis: An Insight into a Researcher s Pedagogical Frame ....................... 38 Summary ........................................................................................................ 38 Part II Learners Learning 5 Learning about Reflection in Teaching ...................................................... 43 Assumption One: The Integration of Multiple Reflective Practices Will Challenge Learners to Reflect Critically on Their Learning .......................................................................................... 43 Introduction .................................................................................................... 43 An Integrated and Structured Reflective Approach ....................................... 44 A Triad of Tools for Written Reflection .................................................... 45 Data ............................................................................................................ 46 Categories of Analysis ............................................................................... 46 Uptake of Reflective Model ....................................................................... 48 Mathematical Content ................................................................................ 49 Student Behaviour and Student Engagement ............................................. 50 Pre-service Teacher Based Issues .............................................................. 52 Partner Teaching ........................................................................................ 52 Personal Attributes ..................................................................................... 53 Freewrites ................................................................................................... 54 Contents xvii New Set of Personal Skills ......................................................................... 55 Flexibility in a Partnership ......................................................................... 57 Summary of Freewrite Data ....................................................................... 58 Critical Incident Questionnaire Data and Analysis .................................... 59 Question One ............................................................................................. 60 Question Two ............................................................................................. 63 Question Three ........................................................................................... 63 Question Four ............................................................................................. 64 Question Five ............................................................................................. 65 Summary of Learning from CIQ Responses .............................................. 65 Discussion of Tools for Written Reflection ............................................... 65 Discussion of Preferred Reflective Tool .................................................... 67 The ALACT Framework as a Guide to Reflection .................................... 68 Discussion with Others, Writing, Self and Not ALACT as Modes of Reflection .............................................................................. 70 Summary: Challenging My Assumption ....................................................... 71 Reflection as Retell ........................................................................................ 71 Reflective Traction ......................................................................................... 72 Teacher Educator Learning ........................................................................ 73 Learning About Reflection in Teaching: Overview ....................................... 73 6 Roundtable Reflection ................................................................................. 75 Assumption Two: Roundtable Reflection Will Provide Opportunities for Pre-service Teachers to Challenge Taken-for-Granted Assumptions About Learning and Teaching Mathematics ............................ 75 Voice in Teacher Education ........................................................................... 75 Roundtable Reflection as Inquiry into Practice ............................................. 76 The ALACT Framework and Roundtable Reflection ................................ 78 The Physical Structure of the Roundtable ................................................. 79 Guidelines for Conducting Roundtable Sessions ....................................... 79 Pre-service Teacher Feedback About Roundtable Reflection ................... 80 Roundtable Reflection as Problem Identification and Problem Solving ........ 80 A Problem for Jess: Teaching the Mathematical Concept of Subtraction .............................................................................. 81 Satisfaction for Diana: Probability and Grade Three ................................. 84 Julie: Learning is like Rungs of a Ladder ............................................... 84 Guy: Act It Out ....................................................................................... 85 ALACT Framework as a Guide for Reflection during Roundtable Sessions ...................................................................................... 86 Re-Framing My Role as Teacher Educator ................................................... 87 Interrupting Our Habitual Routines ............................................................... 88 Critical Interaction with Sam ..................................................................... 88 Multiple Perspectives Tasks ...................................................................... 90 Discussion of Multiple Perspectives Task ................................................. 91 xviii Contents Summary ........................................................................................................ 94 Challenging Assumptions as Learners ........................................................... 94 Challenging Assumptions: An Affective Experience ................................ 95 Written Assumptions: Positive and Negative ............................................ 96 Summary: Challenging My Assumption ................................................... 98 The Generative Nature of Self-Study ........................................................ 99 Roundtable Reflection: Overview ..................................................................100 7 Understanding the Unsaid: Deconstructing Silence and Reconstructing Self ............................................................................. 103 Assumption Three: Pre-service Teachers Maximise Learning Opportunities by Participating Verbally in Roundtable Reflection Discourse .................................................................................... 103 Understanding Silence ................................................................................. 103 Assumptions Underpinning Verbal Classroom Interactions .................... 105 The Search for Silence ................................................................................. 106 Examination of the Data: Learning About Silence .................................. 107 Explicit Teacher Educator Questioning About Silence ........................... 107 Silence is Perplexing ................................................................................ 108 Pre-service Teachers Responses About Silence ..................................... 109 Fear .......................................................................................................... 109 Flow and Pace of the Conversation . Waiting ............................................. Contemplation .................................. Nothing to Contribute ...................... Learning Styles ................................ Silence as Active Resistance ............ Learning as Choice .......................... (Re) Developing Identity ..................... Summary of Learning About Silence . 10 10 II II 12 15 17 18 19 Teacher Educator Learning About Silence .............................................. 120 Actively, Intentionally and Strategically Silent ....................................... 120 Teacher Educator Wait-Time ................................................................... 121 Summary: Challenging My Assumption ................................................. 123 Understanding the Unsaid: Overview .......................................................... 124 8 Developing our Authority of Experience: Pre-service Teachers and Teacher Educator as Co-learners ..................................... 127 Assumption Four: Individual Authority of Experience Will be Enhanced when Pre-Service Teachers and Teacher Educators are Reconceptualised as Co-Learners ................................................................ 127 Introduction .................................................................................................. 127 The Learning and Teaching Mathematics Context ...................................... 128 Contents xix Chelsea s Address to the Cohort .............................................................. 129 Phase One: The Interaction ...................................................................... 130 Phase Two: Multiple Interpretations ........................................................ 130 Teacher Educator as the Boss ............................................................... 131 My Struggle with the Outcome ................................................................ 132 Different Perspectives .............................................................................. 132 Post-session Conversation ....................................................................... 133 Teacher Educator Authority of Position ...................................................... 135 Talk: Self, Peer and Teacher Educator to Pre-service Teachers .............. 136 School Experience and Roundtable Reflection ........................................ 140 Studying Teacher Educator Talk over Time: Intended and Actual ......... 140 Summary: Challenging My Assumption ..................................................... 141 Authority of Position ................................................................................ 142 The Why and What of Negotiation .......................................................... 142 Understanding More About the Nature of Co-learning ............................... 143 Developing an Authority of Experience : Overview ................................. 145 Part HI Powerful Pedagogy 9 Learning Through Self-Study .....................................................................149 Assumption Five: Self-Study of Teacher Educator Practices Provides a Means for Enhancing a Pedagogy of Teacher Education .......... 149 Introduction .................................................................................................. 149 Ideals in Teacher Education ......................................................................... 150 Assumptions as a Lens for Learning About Practice ................................... 151 Commonsense Teaching from a Commonsense Base ................................. 152 Partner Teaching ...................................................................................... 152 Changed Practices .................................................................................... 153 Prescriptive Assumptions in Learning About Teaching .............................. 154 Using Multiple Reflective Tools .............................................................. 155 Modified Practices ................................................................................... 156 Paradigmatic Assumptions in Learning About Teaching ............................ 156 The Role of Experience in Exploring Assumptions ................................ 157 Expectations About Learning Matter ....................................................... 158 A Less Dominant Voice as Teacher Educator ......................................... 159 Changed Practices .................................................................................... 159 Pre-service Teachers and Assumption Hunting ....................................... 160 Raising Awareness of Embedded Assumptions ...................................... 160 Assumptions About Self-Study ................................................................ 161 The Position of the Researcher Within the Research Process ................. 162 The Importance of Distancing ................................................................. 162 The Importance of Balance ...................................................................... 163 Ethical and Moral Considerations ............................................................ 163 The Role of Self and Others in Self-Study .............................................. 164 The Pervasiveness of the Political ........................................................... 165 xx Contents The Construction and Maintenance of Democratic Teacher Education Classrooms Requires the Devolution of Teacher Educator Authority ..................................................................... 165 That a Democratic Teacher Education Classroom Should Provide Opportunities for the Expression of Each Individual Learner s Voice ........................................................................................ 166 That Learning in a Democratic Way Can Create Vulnerabilities, Challenges and Tensions for Learners ........................... 167 Learning Through Self-Study: Overview .................................................... 168 10 From Personal Pedagogy to the Broader Teacher Education Context ................................................................................... 169 Introduction ................................................................................................ 169 Implications ................................................................................................ 170 Growing Into and Through Self-Study .................................................. 1 70 Self-study is an Evolutionary Process .................................................... 171 Self-study Alters Perceptions About Practice ........................................ 171 Self-study Researchers See Themselves as Teacher-Researchers ......... 1 72 Self-study Requires an Interruption to the Habitual .............................. 172 Self-study Demands Specific Personal Qualities ................................... 172 Prompting Change as a Teacher Educator ............................................. 173 Problem-Setting ..................................................................................... 173 Multiple Perspectives ............................................................................. 174 Recommendations ...................................................................................... 174 Teacher Educators Conduct Self-study Research .................................. 175 Teacher Educators Reframe Themselves as Teacher-Researchers ........ 1 76 Teacher Educators Provide for Pre-service Teachers Systematic, Reflective Approaches to Learning About Teaching, Using Multiple Reflective Tools ...................................................................... 176 Teacher Educators Challenge their Own and Pre-service Teachers Taken-for-Granted Assumptions About Teaching and Learning .......................................................................................... 177 Teacher Educators Trial Roundtable Reflection .................................... 177 Teacher Educators Theorise Their Learning .......................................... 178 Conclusion ................................................................................................. 179 Self-study as a Circuit-Breaker in Teacher Education ............................... 179 Appendix 1 Overview of Research Design/Data Gathering Tools ............ 181 Appendix 2 Transcription of Roundtable Data .......................................... 1 83 Appendix 3 Organisation and Analysis of the Critical Incident Questionnaire Data .................................................................. 187 Appendix 4 Pre-service Teacher s Reflections on Assumptions ............... 189 Appendix 5 Data Organisation: Exploring Silence/Dominant Voices ................................... 191 Contents xxi References ......................................................................................................... 193 Name Index ....................................................................................................... 201 Subject Index .................................................................................................... 205
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spellingShingle	Brandenburg, Robyn Powerful Pedagogy Self-Study of a Teacher Educator's Practice Self Study of Teaching and Teacher Education Practices Lehrer Reflective teaching Teachers Training of Teachers Training of Research Lehrer (DE-588)4035088-5 gnd Beruf (DE-588)4005857-8 gnd Reflexion Philosophie (DE-588)4134730-4 gnd
subject_GND	(DE-588)4035088-5 (DE-588)4005857-8 (DE-588)4134730-4
title	Powerful Pedagogy Self-Study of a Teacher Educator's Practice
title_auth	Powerful Pedagogy Self-Study of a Teacher Educator's Practice
title_exact_search	Powerful Pedagogy Self-Study of a Teacher Educator's Practice
title_full	Powerful Pedagogy Self-Study of a Teacher Educator's Practice Robyn Brandenburg
title_fullStr	Powerful Pedagogy Self-Study of a Teacher Educator's Practice Robyn Brandenburg
title_full_unstemmed	Powerful Pedagogy Self-Study of a Teacher Educator's Practice Robyn Brandenburg
title_short	Powerful Pedagogy
title_sort	powerful pedagogy self study of a teacher educator s practice
title_sub	Self-Study of a Teacher Educator's Practice
topic	Lehrer Reflective teaching Teachers Training of Teachers Training of Research Lehrer (DE-588)4035088-5 gnd Beruf (DE-588)4005857-8 gnd Reflexion Philosophie (DE-588)4134730-4 gnd
topic_facet	Lehrer Reflective teaching Teachers Training of Teachers Training of Research Beruf Reflexion Philosophie
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016368539&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
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