Tensions in Teaching about Teaching: Understanding Practice by Amanda Berry

By Amanda Berry

This booklet captures the buzz – and the problems – of self-study of instructor schooling practices, putting it on the leading edge of methods to practitioner inquiry. It bargains perception into the connection among educating approximately instructing and studying approximately educating that emerged during the author’s personal self-study undertaking. The booklet illustrates how tensions can act as a way for either analysing perform and articulating the pro wisdom that includes a pedagogy of instructor schooling.

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Extra info for Tensions in Teaching about Teaching: Understanding Practice as a Teacher Educator (Self Study of Teaching and Teacher Education Practices)

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Together, this comprehensive array of data sources contributed a rich picture of my practice through a range of different perspectives. The choice of each of these data sources and the particular methodological frame each offered for the study is now explained in more detail. 1. Autobiography Overview. Life experiences, including the influence of social and cultural factors, shape teaching (Ball & Goodson, 1985). Pedagogical actions are often grounded in autobiographical experiences of learning, hence bringing these experiences to the surface can be an important step in coming to understand one’s actions as a teacher/educator.

Illustrating a tension: safety and challenge The tension between ‘safety and challenge’ emerges for teacher educators in engaging prospective teachers in forms of pedagogy that are intended to challenge ideas about teaching and learning, and pushing prospective teachers so far beyond their comfort zone that productive learning can not occur. au Have just read the open journal. I think it’s funny to read some things from us and from our own students. We try to wangle our way out of things that aren’t comfortable don’t we?

It’s sort of a safe place to make mistakes. (Interview 1) Each of the data sources (above) illustrates different aspects of the tension between safety and challenge. The first example, an e-mail from Lisa, one of the prospective teachers in the Biology methods class (see data source 8), reports her response to reading an Open Journal entry (see data source 3). Her e-mail follows a Biology methods class in which prospective teachers were asked to draw, rather than write about, their understanding of a concept, and to spend time reflecting on their experiences of learning and teaching.

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