By Robyn Brandenburg
ISBN-10: 1402081952
ISBN-13: 9781402081958
ISBN-10: 1402081960
ISBN-13: 9781402081965
Strong Pedagogy: Self-Study of a instructor Educator’s perform is the end result of the author’s systematically wondering her assumptions approximately instructing and, in numerous methods, provides voice to the various people who have had an impression at the improvement of the author’s pedagogy as a arithmetic instructor educator. utilizing self-study as either a lens and a technique to analyze her perform over the last 3 years, the writer examines the influence of mirrored image and reflective perform in pre-service instructor schooling; voice, silence and that which is still “unsaid”; the ways that instructor identities emerge and enhance, and the function of authority and tool in studying approximately instructing.
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Extra resources for Powerful Pedagogy: Self-Study of a Teacher Educators Practice (Self Study of Teaching and Teacher Education Practices, Vol. 6)
Example text
Knowledge for, in and of Practice My research draws on the views exemplified by Cochran-Smith & Lytle (2004) who propose that a knowledge base for teacher educators is not only desirable, but essential, as in articulating learning more is known and shared about what constitutes this knowledge base. In this way, teacher educators are required to explicitly consider elements of experience which bring attention to “issues that impact teaching and learning [which] are brought into focus in different ways and at different times in order to shape the outcomes of teaching and learning” (Loughran, 2006, p.
In doing so, these teacher educators were required to identify their assumptions which inherently directed their practice, and then establish the ways in which congruency (if any) with pre-service teachers was being achieved. For example, Berry (2004a) identifies six tensions which arose from the study of her practice and one of these tensions refers to “telling and growth” (p. 1313). This tension relates, for example, to Brookfield’s (1995) category of prescriptive assumptions for it reflects what we [as educators] think ought to be happening; in this case, within teacher education classrooms.
It wasn’t when John started crying because the pressure of oral counting was too much that tipped me over the edge. ” and expecting them all to say “me” and they all shook their heads and stayed silent that I got worried. . Use the whiteboard, that’s an idea! Talk about the tens and ones. Children at the back aren’t listening. They’re fighting over the place value mats, worried because there are three mats and two children. Who will share and what will Genna do without a partner? Can she have a mat all to herself?
Powerful Pedagogy: Self-Study of a Teacher Educators Practice (Self Study of Teaching and Teacher Education Practices, Vol. 6) by Robyn Brandenburg
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