Enacting A Pedagogy Of Teacher Education

Building on John Loughran’s latest work Developing a Pedagogy of Teacher Education, this book focuses on how individuals enact pedagogy in the context of teacher education. With teacher educators actually teaching while showing student-teachers how to teach, the quality of teacher education improves. Bringing together contributions from internationally known teacher educators, a school administrator who supports teachers’ professional learning, someone studying to become a teacher educator and someone studying to become a teacher, the book examines enacting educational and pedagogical values in personal practice and developing the interpersonal relationships that are so essential to quality teaching and learning. Each chapter illustrates an individual working to better understand the processes of teaching and learning and then modifying personal practices to enact a productive pedagogy of teacher education. This collection extends the rich literature emerging from the field while also focusing explicit attention on the challenges of enacting a pedagogy of teacher education.

Teacher candidates need authentic practice with language learners so that they can test and hone their skills based on the concepts learned in their teacher education programs with real students. These candidates need practice before and beyond student teaching and fieldwork. If they are given the chance to practice during as many teacher education courses as possible and have access to language learners throughout their programs, they can focus on applying the specific content of each class they take in a real-world context with real students. Engaging Teacher Candidates and Language Learners With Authentic Practice highlights strategies teacher educators can use to give their teacher candidates authentic practice attached to coursework. By focusing on ways that authentic practice has been integrated into teacher preparation programs and studies that have been realized, this publication will provide practical ways for others to provide this authentic practice, which is much needed in teacher preparation programs. This book highlights topics such as pedagogy, student engagement, and intercultural competence and is ideal for educators, administrators, researchers, and students.

Powerful Pedagogy: Self-Study of a Teacher Educator’s Practice is the outcome of the author’s systematically questioning her assumptions about teaching and, in various ways, gives voice to the many individuals who have had an impact on the development of the author’s pedagogy as a mathematics teacher educator. Using self-study as both a lens and a methodology to research her practice over the past three years, the author examines the impact of reflection and reflective practice in pre-service teacher education; voice, silence and that which remains “unsaid”; the ways in which teacher identities emerge and develop, and the role of authority and power in learning about teaching.

Learning to teach is complex. Teacher candidates begin a preservice program with powerful tacit assumptions about how teachers teach based on lengthy apprenticeships of observation over many years as students. Virtually all teacher education programs provide a mixture of coursework and classroom experience. Much has been written about the theory-into-practice approach in teacher education, an approach that assumes teacher candidates who have been provided with instructions about how to teach will be able to recall and apply them in a school setting. In reality, teacher candidates report considerable difficulty enacting theory in practice, to the point that many question the value of coursework. This book takes an in-depth look at five future teachers in one teacher education program, analyzing and interpreting how they and their teacher educators learn from experience during both coursework and practicum experiences. Many assumptions about the complex challenges of teaching teachers are called into question. Is the role of a teacher educator to synthesize research-based best practices for candidates to take to their field placements? Does the preservice practicum experience challenge or reinforce a lifetime of socialized experiences in schools? Must methods courses always be seen by most teacher candidates as little more than sites for collecting resources? Where and how do candidates construct professional knowledge of teaching? The data illustrate clearly that methods courses can be sites for powerful learning that challenges tacit assumptions about how and why we teach.

This book outlines an approach to teaching and learning in physical education that prioritises meaningful experiences for pupils, using case studies to illustrate how practitioners have implemented this approach across international contexts. Prioritising the idea of meaningfulness positions movement as a primary way to enrich the quality of young people’s lives, shifting the focus of physical education programs to better suit the needs of contemporary young learners and resist the utilitarian health-oriented views of physical education that currently predominate in many schools and policy documents. The book draws on the philosophy of physical education to articulate the main rationale for prioritising meaningful experiences, before identifying potential and desired outcomes for participants. It highlights the distinct characteristics of meaningful physical education and its content, and outlines teaching and learning principles and strategies, supported by pedagogical cases that show what meaningful physical education can look like in school-based teaching and in higher education-based teacher education. With an emphasis on good pedagogical practice, this is essential reading for all pre-service and in-service physical education teachers or coaches working in youth sport.

Providing readers with insights and examples of how teacher educators learn and teach a pedagogy of teacher education (PTE), Butler and Bullock organize a wholistic and practical resource for the next generation of teacher educators. Expanding on the highly referenced scholarship of John Loughran and Tom Russell, Understanding a Pedagogy of Teacher Education explores the learning of PTE through individual and collaborative endeavors, and large-scale institutional and cross-national initiatives. Contributors highlight their experiences teaching PTE in formal learning spaces, in international workshop settings, and on the program-wide scale in order to uncover how they came to understand PTE and enact it effectively. Each chapter connects broad strokes concepts of PTE to well-defined teacher education fields, such as social justice, literacy, early childhood education, and communities of practice. Blending well- established theory with contemporary examples, this book is a great tool for teacher education faculty, doctoral students, and those interested in improving their PTE or supporting others in their PTE learning.

This book offers a collection of original, peer-reviewed studies by scholars working to develop a knowledge base of teaching and facilitating self-study research methodology. Further, it details and interconnects perspectives and experiences of new self-study researchers and their facilitators, in self-study communities in different countries and across different continents. Offering a broad range of perspectives and contexts, it opens up possibilities for encouraging the collaborative and continuous growth of teaching and facilitating self-study research within and beyond the field of teacher education. The breadth of the scholarship presented expands scholarly discussions concerning designing, representing, and theorising self-study research in response to pressing educational and social questions. By documenting and understanding what teaching and learning self-study looks like in different contexts and what factors might influence its enactment, the book contributes to building a kaleidoscopic knowledge base of self-study research. Overall, this book demonstrates the impact on participants' professional learning and validates the authenticity and generative professional applications of self-study methodology for and beyond teacher education, providing implications and recommendations for practitioners on a global level.

Powerful Pedagogy: Self-Study of a Teacher Educator’s Practice is the outcome of the author’s systematically questioning her assumptions about teaching and, in various ways, gives voice to the many individuals who have had an impact on the development of the author’s pedagogy as a mathematics teacher educator. Using self-study as both a lens and a methodology to research her practice over the past three years, the author examines the impact of reflection and reflective practice in pre-service teacher education; voice, silence and that which remains “unsaid”; the ways in which teacher identities emerge and develop, and the role of authority and power in learning about teaching.