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Source publication
This article provides a comparative case study of two connected learning experiences in teacher education that vary in scope, participants, time, and design to consider the questions: 1) What characterizes humanizing engagement across varied experiences of connected learning in teacher education? and 2) What repertoires of practice become shared th...
Context in source publication
Context 1
... found a range of humanizing experimental sensibilities across the two cases stretching a range we are calling siloed repetition < -> connected growth. We see the dimensions of connected growth including a desire for and receptiveness to new connections learned in community (see Figure 5). We borrow the word "growth" from Victoria (Case 2), who shared how an interaction during a Twitter chat helped reframe her expectations for professional development. ...
Citations
... In such a sociopolitical climate, teachers' play is not without risk or consequence. Teachers need brave spaces within which to practice sitting with the multidimensional sociopolitical and curricular tensions felt when designing instruction and practicing improvisational and playful mindsets in working toward more equitable and possible futures (Smith et al., 2021;Philip, 2019). We propose moves that center playfulness, space to "just go for it," try, not know and collaborate in ways that open new possibilities for working through the unknown. ...
... As tools, affordances and digital literacy practices are constantly evolving, tinker sessions' debriefs provide the space teachers need to develop their own fluencies and criteria for learning, as well as begin to design to support their students in developing their own (Smith et al., 2021). For example, Christy shared that while she was at first interested in "cool tools" and a guiding ethos of "anything but paper," through the design challenge debriefs, she came to appreciate the possibilities of a meaningful few: "I've come to the realization that I do not need to use every digital tool there is to be successful while being meaningful and purposeful in my teaching." ...
Purpose
The purpose of this paper is to re-center playfulness as a humanizing approach in teacher education. As teachers navigate the current moment of heightened control, surveillance, and systemic inequity, these proposed moves in teacher education can be transgressive. Rather than play as relegated to childhood or infancy, what does it look like to continue to be “playful” in teaching and teacher education?
Design/methodology/approach
To examine how teacher educators may design for teachers’ critical playful literacies, the authors offer three “worked examples” (Gee, 2009) of preservice teachers’ playful practices in an English literacies teacher education course.
Findings
The authors highlight instructional design elements pertinent to co-designing for teachers’ play and playful literacies in teacher education: generative constraints to practice everyday ingenuity, figuring it out to foster teacher agency and debriefs to interrupt the teaching’s perpetual performance.
Originality/value
The term “playful,” as a descriptor of practice and qualifier of activity appears frequently in educational literature across domains. The relationship of play to critical literacies – and, more specifically, educators’ literacies and learning – is less frequently explored.
... En Chile, uno de los pilares del Sistema de Desarrollo Profesional Docente es el trabajo colectivo entre el profesorado (MINEDUC, 2018). La experiencia internacional ha apoyado con evidencias esta perspectiva (Ávalos-Bevan y Bascopé, 2017; Smith et al., 2021) puesto que se genera un sentido de colegialidad que conduce a querer compartir los puntos de vista, a cuidar-se profesionalmente, a tener discursos y propósitos comunes al momento de generar experiencias pedagógicas, es decir, al desarrollo una identidad profesional compartida (Vanegas-Ortega y Fuentealba, 2019). ...
In the last few decades to build an inclusive pedagogy has become a fundamental goal for the Chilean educational system, and teacher education into an unavoidable task which involves relevant challenges. The objective of this research was to describe the contribution of the collective reflection on practice among teachers in initial and ongoing training to build an inclusive pedagogy, departing from the universal design for learning principles. With this aim, a conceptual framework of teacher education for inclusion was elaborated, and it was methodologically addressed with a qualitative approach of training-action-research. This work shows the design and implementation of a teacher training program applied to 5 work teams formed by 2 pre-service teachers and one in-service teacher. Based on the data collected through interviews, questionnaires, and work session records the results about the convergences and divergences experienced by participants was established. The main conclusions corroborate the relevance of collective reflection among teachers to the professional development in those two stages, and to change classroom practices toward an inclusive education.
We present, and discuss the importance of, justice-oriented media literacy, which we define as an approach to media literacy that enables the critical analysis, use, and production of media to enact more just learning futures. We detail four “building blocks,” or design commitments, that contribute to justice-oriented media literacy. These include:
● Authorship: Invitations for learners’ (both students and teachers) knowledge and ways of knowing as valuable sources of creation and interrogation, disrupting dominant ways of identifying “whose texts deserve reading.”
● Annotation/Commentary: Responding to texts through critical commentary and questioning and making that thinking visible.
● Text Pairings and Youth Media: Building from youth voice using integrated reading and writing practices, including integrated consumption and production of media.
● Digital Technology and Content Standards: Naming specific digital technology and content (literacy) goals to situate this work within the constraints of school contexts as “sites of struggle,” and highlight teachers’ self efficacy and creative agency.
We conclude by suggesting “Justice-oriented media literacy is a promising approach to supporting teachers and students to critically read the world around them and to share those readings, or commentaries, as valuable instances of meaning-making.”
