Self-Study Research: Modelling graduating teacher standards for pre-service teachers (2014)
Type of ContentConference Contributions - Other
PublisherUniversity of Canterbury. School of Educational Studies and Leadership
University of Canterbury. School of Sport & Physical Education
University of Canterbury. School of Teacher Education
Graduating teacher standards have been critiqued as creating a binary between teacher knowledge and practice (Aitken, Sinnema and Meyer, 2013). The new model they propose requires justifiable teacher decisions. Through a self-study methodology, we present our experiences of making teacher decisions transparent and accessible to students. In particular we problematize the concept of “seamless” teaching by teacher educators and argue that we must make the “seams” of teaching and learning visible in order for pre-service teachers to engage with key teaching dispositions such as open-mindedness, discernment and adaptive expertise. We present some challenges and successes we have experienced in these approaches and show how self-study has been crucial to our personal journeys of learning about teaching and learning with our students.
CitationNorth, C., Conner, L., Davey, R. (2014) Self-Study Research: Modelling graduating teacher standards for pre-service teachers. Brisbane, Australia: Australian Association for Research in Education and New Zealand Association for Research in Education Joint Conference 2014 (AARE/NZARE), 30 Nov-4 Dec 2014.
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KeywordsEducation; Teacher education; self-study
ANZSRC Fields of Research13 - Education::1303 - Specialist Studies in Education::130313 - Teacher Education and Professional Development of Educators
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