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Pedagogy: Making Sense of the Complex Relationship Between Teaching and Learning

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Abstract

It is uncommon for an academic to be asked to review ideas developed in his own books (with a particular focus on Loughran, 2006, 2010; Loughran, Berry, & Mulhall, 2012). However, considering the focus of the journal, the editor was interested in pursuing the theme encapsulated in these works—the notion of pedagogy. As this review illustrates, pedagogy is a major construct in education that has been defined, interpreted and used in many ways in the educational literature. In much of the literature, pedagogy is portrayed as a synonym for teaching; something this article suggests is narrow and superficial. In this article, pedagogy is understood as being embedded in the relationship between teaching and learning. Therefore, how the teaching–learning relationship is understood, recognized and developed in the educational enterprise is important. Two examples of how the complexity of pedagogy plays out in practice become starkly evident when considering pedagogical content knowledge and a pedagogy of teacher education. As this article explains, through a deep and rich understanding of pedagogical content knowledge and a pedagogy of teacher education, our understanding of pedagogy is substantially enhanced. The article concludes that pedagogy needs to be conceptualized as rich, complex and sophisticated, and in so doing, highlights why it must be viewed as much more than a synonym for teaching.

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... Teaching people to become teachers can, therefore, be a complex profession because it is more than simply delivering information about the content of a subject or about teaching methods (Loughran, 2013). The pedagogy of teacher education focuses on the complex interplay between human, material, and non-tangible elements (Hordvik et al., 2020). ...
... The pedagogy of teacher education focuses on the complex interplay between human, material, and non-tangible elements (Hordvik et al., 2020). It is about understanding how this complex interplay influences the relationship between teacher and student, student and student, and learner and subject matter, encompassing both context and content (Loughran, 2013). In their teaching, teacher educators have to take into account the different ways people learn when making decisions about how they teach people to become teachers. ...
... In our theoretical framework, we explored the challenge of teaching student teachers to teach and the complex interplay between students and teachers, and students and subjects (Hordvik et al., 2020;Loughran, 2013). Teaching people to become teachers is not straightforward (Loughran, 2013) and to become a responsive teacher in inclusive settings is even more complicated because people do not necessarily refer to their own experience of diverse classrooms. ...
Chapter
Across the world, teachers are increasingly working with diverse groups of students in inclusive practices. This calls for teachers to have opportunities of engaging with inclusive education theories, policies, and examples of practice through the professional education of teachers. The purpose of this article is to give an insight into how teacher education can respond to the call, preparing teachers to be responsive, see themselves as agents of change, with the values, knowledge and beliefs that allow every learner to succeed. Through the methodology of self-study of teacher education practices, we cast a light on important issues in the preparation of teachers and student teachers.
... Pedagogy has been described as an act of teaching which helps teachers to shape their actions, judgements, and teaching strategies (Loughran, 2013). The pedagogy of online learning takes into consideration learning theory, understanding of students" learning needs, background, and interest of individual students (Loughran, 2013;Shulman, 1987). ...
... Pedagogy has been described as an act of teaching which helps teachers to shape their actions, judgements, and teaching strategies (Loughran, 2013). The pedagogy of online learning takes into consideration learning theory, understanding of students" learning needs, background, and interest of individual students (Loughran, 2013;Shulman, 1987). Pedagogy is the method or practice of teaching. ...
Article
Remote learning is currently adopted by many universities around the world to provide students with learning platforms due to health pandemics and natural disasters. Even though online pedagogy advances and uncovers students" experiences and engagement patterns, few studies have made attempt at studying online pedagogy in the communication discipline. This study bridges the gap in the literature by interrogating the pedagogical experiences of students during the 2022 emergency remote learning in Niger Delta University (NDU), Journal of African Education (JAE) ISSN: 2633-2922 (Print) ISSN: 2633-2930 (Online) Indexed by EBSCO, COPERNICUS and SABINET Volume 5, Number 1, April 2024 Pp 15-37 Evaluating pedagogical narratives... 16 Bayelsa State of Nigeria. Based on written semi-structured interviews of 254 Mass Communication students at NDU, results show that computer literacy, and personalisation of learning, motivates collaborative learning among the students as well as improve both the learning experience of the students and the learning outcome. Findings indicate that students from a poor background, with low computer literacy levels, and those who encountered some technical problems during remote learning, reported negative experiences during the emergency remote learning. Practical implications were drawn.
... Pedagogical beliefs reveal teachers' perceptions of their pedagogical knowledge, skills, and abilities (Loughran, 2013;Sheridan, 2016). Pedagogical beliefs have been regarded as an essential influential factor in shaping how preservice teachers transfer their knowledge to help students understand it better and how they make teaching decisions to carry out appropriate pedagogical and instructional approaches (Mansour, 2009;Alghazo et al., 2023). ...
... Pedagogical belief can be understood as a mental construct that encompasses teachers' understanding of teaching, assumptions or propositions about pedagogy, and pedagogical attitudes and values (Borg, 2003;Lee, 2006;Philipp, 2007;Denny, 2009). It reveals the dynamic thinking process of teachers in making teaching decisions with their knowledge and skills concerning students, learning, classroom, and subject contents (Richardson, 2003;Loughran, 2013). For instance, pedagogical belief exerts a notable impact on the instructional strategies employed by pre-service teachers, the objectives they establish for their classes, and the variety of classroom activities they utilize to actively engage students. ...
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With the outbreak of the COVID pandemic, preservice teachers have experienced an unprecedented situation and faced various kinds of issues due to uncertain learning and teaching environments. As a result, they felt insecure and disappointed about their teaching performance during student teaching. Self-efficacy to teach and pedagogical beliefs are crucial elements that influence preservice teachers’ teaching performance during student teaching and their professional development in the early stage. This study adopted a quantitative research method to examine the changes in the self-efficacy and pedagogical beliefs of preservice teachers after student teaching during the initial teacher education stage in the Japanese context and how preservice teachers’ self-efficacy and pedagogical beliefs changed during the COVID-19 pandemic. A sample of 133 preservice primary teachers in a university in Western Japan was recruited in this study. Two structured surveys were used to collect the data, and factor analyses and paired t-tests were fitted. This study verified the validity and internal consistency of two surveys in the Japanese context. The results showed that the Japanese preservice teachers’ self-efficacy made a steeper change after student teaching. Their pedagogical beliefs increased significantly, however, yielded a small effect. The results suggested that student teaching is an essential source of influence on preservice teachers’ self-efficacy and pedagogical beliefs. This study contributes to the meaningful application of theories developed in the West to Japan by highlighting the Japanese educational context. This study provides implications for effectively reinforcing preservice teachers’ self-efficacy and pedagogical beliefs through developing deeper reflection skills, thus supporting them to overcome various challenges in their future teaching careers.
... However, her study focuses on school children and further studies are required on this topic in HE. In addition, pedagogy does not simply mean teaching methods, it conveys the connection of teaching and learning (Loughran, 2013). Therefore to 'offer insights into the science of educating ' (ibid.), the intertwined Page | 4 and mutual effects of teaching and learning is stressed in this review. ...
... Therefore, the connection between the adopted pedagogies and how they can influence the domestic students in Chinese HE remains undiscovered. Loughran (2013) suggested there are two lenses of positioning teaching: the transmission of information and teachers' thinking. To elaborate, the former refers to the general perception that teaching is passing on knowledge, the latter means given the importance of teachers' decisions in classroom praxis, multiple approaches to teach exist. ...
Conference Paper
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Executive Summary This research uses the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach to review academic and policy literature to identify pedagogies used in the humanities and social sciences in Chinese higher education. The review adopted a broad understanding of pedagogies comprising classroom activities and broader teaching approaches. Seven pedagogies were identified after the implementation of PRISMA: (1) Flipped classroom, (2) English Medium Instruction, (3) Massive Online Open Course, (4) Case study pedagogy, (5) Experiential pedagogy, (6) Problem-posing, and (7) Task-driven pedagogy. We discuss the similarities and differences between these pedagogical approaches according to characteristics, purpose, application, and impact. We further highlight two themes: the pedagogies we found in use were not developed from scratch in China but rather adapted from approaches in use in non-Chinese contexts and that the pedagogies have been adapted not only to the Chinese educational but also its political context. All the pedagogies are adopted to facilitate political and ideological education in Chinese HE. Future research will look into the learning and societal outcomes of these pedagogies particularly as China's HE expands and as further education programmes are offered in the area of humanities and social sciences in Chinese HE.
... The conceptual construction of "educational science" is also apparent in the key terms these traditions use to characterize the field. While the term "education" reflects an applied and interdisciplinary orientation to mostly organized institutional practices (e.g., school), the German originated term "pedagogy" presents a broader view of education extending the field of study to all aspects of human development such as intellect, identity, morality, interaction, and relation (Cameron, 2004;Loughran, 2013). Accordingly, there is a tendency to label the field as "educational studies" in the Anglo-American tradition to highlight the interdisciplinary and practice-oriented nature of the field while the term "science" is typically attached to the labels such as "educational science" or "science of pedagogy" (Zogla, 2018) with an intent to characterize the field as a scientific discipline. ...
... First, this tradition was not heavily influenced by the positivist research paradigm in its early times, and more concerned about developing ideas and theories based on observations and reflections in the field (mostly unsystematic and informal) and improve educational practice through the promotion of intellectual development and interaction among the practitioners. The field offered rich perspectives on human development, identity, moral principles, relations, and interaction and ends and means of education (Loughran, 2013). The discipline´s focus on development of theoretical concepts meant flexibility in inquiry methods, and this was a major difference from the Anglo-American tradition where positivist research paradigm primarily occupied the research scene in the field, particularly in the early periods of educational science as a field of study. ...
Article
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The purpose of this conceptual paper is to analyze the two main education science traditions, Anglo-American and Continental European, in relation to their interaction with qualitative research. After these two traditions are described, construction and use of theory in research is problematized through the perspectives in these traditions, and qualitative research is positioned in the priorities and knowledge claims they offer. In addition, the use of qualitative research in various areas of educational science such as teacher education, teaching and learning, curriculum studies is analyzed through the diverse educational science orientations. Finally, the case of Turkish educational science tradition is discussed in terms of subfields and research priorities promoted.
... The tacit dimension of teaching ultimately requires more attention from researchers, practitioners and policy makers. Loughran (2013), in addressing the knowledge bases of teaching, emphasises the strategic importance of tacit knowledge. Again, here lies the challenge-the tacit nature of this kind of knowledge about teaching generates challenges with retrieving this knowledge in order to study it and understand it. ...
... Tacit knowledge, whilst not exclusive to teaching, is recognised across fields for its importance in enabling users to complete required tasks but is also vital in developing practice. There is debate in domains with more advanced understanding of tacit knowledge in relation to its ownership; that is, whether it belongs to an individual or whether it is collective ownership (see Calderhead, 1987;Lejeune, 2011;Loughran, 2013;Nonako & von Krogh, 2009;Toom, 2012). ...
Article
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This paper considers the tacit dimension of teaching. Policy and research focused on teaching have addressed the explicit application of knowledge within the field. This paper views knowledge from the positions of explicit knowledge, and implicit or tacit knowledge. Although widely acknowledged as a contributing constituent of teachers' practice, there has been limited research on tacit knowledge in teaching. The nature of teachers' work generates evidence from observable behaviour and action, and has contributed significantly to contemporary research on practice. Where there is a gap in similar expanse of research is on the understanding of the non‐observables and implicit or tacit knowledge which informs practice. This area of tacit knowledge in teaching remains minimally understood and under‐researched. The research presented in this paper identifies underlying cognitive processes which inform practice in teaching. For the first time in research on teaching, these cognitive processes have been amalgamated to capture what happens beyond that which is observable. A call for unison on the dynamics of implicit and explicit knowledge in teaching is urgent to unearth complexity and externalise professional development stages. The findings from this paper will be beneficial to teachers, teacher educators and policymakers. Context and implications Rationale for this study There is a strong body of work on the observable elements of teaching and how observed behaviour contributes to an improved understanding of practice. There is limited insight of the tacit composition of teaching. Why the new findings matter Research into teaching acknowledges the place of tacit knowledge which underpins teacher action. This paper contributes to the field in the identification of cognitive processes which interact and subsequently activate observable teacher action or behaviour. Teacher thinking, evidenced in cognitive processes precedes teacher action and behaviour. Decision making in teaching is foundational, and the interplay of seven cognitive processes which this paper explores, advances understanding of the tacit composition of teaching. Implications for practice This paper impacts on the field of teaching in its ability to externalise the cognitive processes which shape practice. Whilst there is significant provision for the explicit knowledge of practice, there is limited understanding of the implicit constituents of teaching. From this paper, teachers are equipped with the understanding needed to develop the tacit elements of their practice. Another implication is on teacher education in the delivery of an enhanced and holistic preparation of new entrants to the profession. For policymakers, relevant policies which support teachers' development could be informed by knowledge of the tacit composition of teaching.
... Χρησιμοποιώντας αυτό το μοντέλο, ένας έμπειρος εκπαιδευτικός μπορεί να κάνει συνεχείς μετατοπίσεις από το ένα συστατικό στο άλλο καθώς τα χρησιμοποιεί και τα τοποθετεί κάθε φορά με διαφορετικούς τρόπους κατά τη διάρκεια τόσο του σχεδιασμού, όσο και της διδασκαλίας (Abell, 2008· Loughran, 2013. Ωστόσο, κατά την ανάμειξή τους τα συστατικά δεν αλλάζουν, αλλά συνδυάζονται μεταξύ τους με διαφορετικούς τρόπους (Loughran, 2013). Στο άλλο άκρο, κατά Gess-Newsome (1999), βρίσκεται το μοντέλο Μετασχηματισμού, στο οποίο, κατά τη διάρκεια της διδασκαλίας, τα συστατικά συγχωνεύονται μετασχηματίζοντας έτσι τη γνώση με νέους τρόπους για την ενίσχυση της κατανόησης των μαθητών (Loughran, 2013). ...
... Ωστόσο, κατά την ανάμειξή τους τα συστατικά δεν αλλάζουν, αλλά συνδυάζονται μεταξύ τους με διαφορετικούς τρόπους (Loughran, 2013). Στο άλλο άκρο, κατά Gess-Newsome (1999), βρίσκεται το μοντέλο Μετασχηματισμού, στο οποίο, κατά τη διάρκεια της διδασκαλίας, τα συστατικά συγχωνεύονται μετασχηματίζοντας έτσι τη γνώση με νέους τρόπους για την ενίσχυση της κατανόησης των μαθητών (Loughran, 2013). ...
Article
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Το άρθρο αφορά βιβλιογραφική επισκόπηση των μοντέλων της Παιδαγωγικής Γνώσης Περιεχομένου (ΠΓΠ) Φυσικών Επιστημών (ΦΕ). Τα 21 μοντέλα της ΠΓΠ ΦΕ, τα οποία προέκυψαν από τη σχετική βιβλιογραφική επισκόπηση, παρουσιάζονται ως προς: α) την επιστημολογική φύση της ΠΓΠ, β) τις ομοιότητες και τις διαφορές των συστατικών της ΠΓΠ, γ) το θεωρητικό τους υπόβαθρο και δ) τις γραφικές αναπαραστάσεις που χρησιμοποιούνται. Επίσης, εξετάζεται η σχέση των μοντέλων της ΠΓΠ με την επαγγελματική ανάπτυξη των εκπαιδευτικών. Ειδικότερα, οι επιστημολογικές προσεγγίσεις της ΠΓΠ περιλαμβάνονται σε ένα νοητό συνεχές που αναπτύσσεται μεταξύ δύο άκρων: το Μοντέλο Ενσωμάτωσης και το Μοντέλο Μετασχηματισμού. Ο αριθμός των μοντέλων στα οποία περιγράφεται το θεωρητικό υπόβαθρο είναι σχετικά μικρός. Τέλος, στα μοντέλα που περιγράφουν την ΠΓΠ, αναγνωρίζονται ποικίλες γραφικές αναπαραστάσεις, όπως ελλείψεις, παραλληλόγραμμα μέσα σε παραλληλόγραμμα, διαγράμματα τύπου Venn και παραλληλόγραμμα που συνδέονται με βέλη.
... The ways that most interviewees sought to develop their TK reflect teachers' constructivistoriented beliefs. According to Loughran (2013), pedagogy in constructivist learning is "both generative and informing as a consequence of an active and ongoing process" and is enhanced through noticing (p. 122). ...
... The external factors were contextualized, such as the availability of technology equipment (T2) and internet accessibility (T7) at teaching venues, and decision-makers' beliefs, requirements and financial support to purchase updated digital tools and provide professional training (T6); or they were related to teachers' own learning networks for accessing support for technology (e.g., T4, T5 and T7). The importance of context is apparent throughout (Loughran, 2013). Internal factors were shown to be mainly linked to teachers' knowledge of students, teachers' demographic background (e.g., age, which was also evidenced in the survey), and teachers' constructivist-oriented beliefs, aligning with previous findings (Xiang & Ning, 2014). ...
Article
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Technology is widely involved across the learning environment including its integration into teaching English as a foreign language (EFL); however, few studies have explored EFL teachers’ perceptions of technological pedagogical content knowledge (TPACK). This study investigates how EFL teachers perceive and self-evaluate knowledge of content (CK), pedagogy (PK), and technology (TK), the interplay of these with each other (TPACK), and the underlying influential factors for TPACK construction. The data were gathered in China from an online survey (n = 64) comprising 35 items on the TPACK components, and self-evaluation by nine survey participants of their TPACK in follow-up interviews. WeChat, the most popular social media App in China, was utilised as the data collection tool. The survey reveals teachers’ strong beliefs in the value of PK, CK and PCK and their positive beliefs about technological applications in EFL instruction. Consistent with these results, interviewees’ self-evaluation of TPACK demonstrates that they felt a high level of confidence in CK, PK and PCK but relatively less confidence when technology was integrated despite commonly applying technology to instruction. Influential factors include: 1) contextual factors; 2) knowledge of students; 3) demographic background; and 4) availability of quality training. Decision-makers’ financial support and policy-making, technological training in the integration of CK and/or PK, and a collaborative learning strategy are recommended.
... However, knowledge of teaching and particularly the concept of 'inquiry as stance' (Cochran-Smith and Lytle, 1999) go further, positioning teachers as collaborative creators of knowledge, willing to question assumptions with a critical habit of mind. The complexity of teaching therefore becomes something not to be overcome, but to be embraced and explored by theorizing teachers (Loughran, 2013). ...
... Considering the complexities outlined here, it is little surprise that coherence is a feature attributed to successful ITE internationally (Darling-Hammond, 2006b;2017). More specifically, coherence refers to interweaving school and university experiences -in contrast to a 'front-loaded' model of theory applied to practice (Korthagen, 2017) -and building metacognitive awareness of the process of learning to teach, by making beginning teachers aware of the often-implicit structure behind an ITE programme (Loughran, 2013). ...
Article
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Initial Teacher Education (ITE) is inherently complex. Challenges include the uncertain nature of teacher knowledge, the need to learn in both practical and theoretical contexts and the developmental journey of the beginning teacher. While one response to this complexity is greater standardisation, another is to foster thinking, autonomous professionals. Attempting to reconcile these tensions and provide a coherent ITE experience, one School of Education introduced an overarching framework of strands of content and phases of the training year. Beginning teachers, from both Primary and Secondary one-year postgraduate teaching routes, shared their experiences of this framework in a series of focus groups at different points in their training. Responses suggest that the framework does provide a valuable guiding structure and stimulus for reflection, though potential for use in school and in the latter stages of the course is yet to be completely fulfilled. In view of the individual trajectories of the beginning teacher, it is argued that future development might focus more on the framework’s value as a reflective tool in both university and school settings, rather than as a formal route map for teacher learning.
... The Process of Pedagogical Reasoning and Action in Emi Classrooms Note. Nilsson, 2009, p. 244 In other words, teaching is not simply an act of telling, and learning is not simply an act of listening (Loughran, 2013). Language knowledge and pedagogical reasoning are related such that pedagogical reasoning works to support classroom language use. ...
Article
Conceptualizing how EMI teachers use language in multilingual university settings remains a challenge. While previous studies have explored the language challenges faced by EMI science teachers, few have operationalized ‘classroom routines’ for understanding classroom language use. This feasibility study applies Freeman et al.'s (2015) ‘English-for-Teaching’ framework to a graduate-level EMI medical training program in Thailand, the first of its kind, designed to prepare students for residency in Thailand and BANA (Britain, Australasia, and North America) countries. Findings suggest that the EMI medical teachers under study heavily relied on their lesson content, with opportunities for teachers to situate student learning more through language strategies in assessments and feedback to enhance student understanding and engagement. The study highlights the importance of EMI medical teachers preparing language strategies for higher-order communication tasks, such as when using metaphors or analogies. Overall, the ‘English-for-Teaching’ framework can allow EMI medical teachers to reflect on the language strategies they employ to achieve their teaching goals by focusing on producing comprehensible input rather than on being measured by native-speaker standards.
... Typically, conventional pedagogies emphasize the passive knowledge transfer from educators to learners. It mainly adopts a transmissive view of teaching and passive knowledge acquisition by learners, where delivery of content is the major purpose of the learning experiences (Loughran, 2013). Traditional pedagogic approaches mainly revolve around lecture-based classroom environments where a teacher is the center of education and takes control of the learning process as an expert (Zhao and Potter, 2016). ...
Article
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Pedagogical practices critically shape students' learning and development of transferable skills. This review spotlighted the concepts of learner-centric unconventional pedagogic approaches for active learning and reflected on their potential benefits in higher education. Contrasting to passive knowledge acquisition in traditional lecture-based instructional methods, implementing unconventional pedagogies at the university level may generate a range of significant benefits for augmenting students' holistic learning experiences and realizing intended learning outcomes. State-of-the-art interactive pedagogies, such as experiential learning, problem-based learning, flipped classrooms, etc. can facilitate active student engagement, foster creativity, nurture critical thinking, and instill intrinsic motivation for self-directed learning among engineering students. Moreover, they help cultivate crucial leadership, teamwork, and problem-solving skills that are highly valued in dynamic workforces worldwide. By integrating real-world applications and personalized learning experiences, unconventional pedagogies may deepen students' understanding of subject materials and strengthen the connections between theoretical concepts and practical applications. This enhanced alignment prepares students more effectively for the complex and varied demands of their future careers in the ever-evolving world. Conceptual understanding and examples illustrated in this review might inspire the strategic adoption of unconventional pedagogic approaches for the holistic development of well-rounded, adaptable, and competent graduates and realize a paradigm shift in engineering education.
... Despite their importance, these studies often oversimplify "the complexity of the relationships" between technology, pedagogy, and content, primarily focusing on reporting "oversimplified solutions or failure" (Koehler & Mishra, 2009, p. 66). Thus, a gap in the literature is the limited engagement in university pedagogy as a science, its impact on professors' actions and how they facilitate optimal online learning "conditions under which learners have a better chance to learn" (Loughran, 2013;Parchoma et al., 2019, p. 13). ...
Preprint
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Our leap into emergency online teaching (EOT) during the COVID-19 pandemic was like tumbling down a rabbit hole into a surreal digital landscape, where synchronous and asynchronous teaching spaces became our new wonderland, each presenting its challenges and surprises. However, we merely encountered countless tips and professional development advice about how technology and AI tools can replace face-to-face instruction, foregrounding a technocentric discourse that ignored the centrality of educational theories for online teaching to consolidate student learning. In this paper, I argue that prevailing educational conditions, influenced by technological advancements, can find valuable support in Freire’s age-old yet enduring educational philosophy. Such a philosophy requires us to reimagine how to shift from policing knowledge to embracing new pedagogies that instil in our students the ethics and values they need to navigate the vast information readily available for consumption. I conclude that, like Alice and the Mad Hatter, we must embrace creativity and curiosity to cultivate robust online educational spaces that foster values, ethics, and proactive dispositions essential for thriving in today’s fast-paced, technology-driven world.
... The problems with compartmentailised teaching Compartmentalized teaching of 'disciplinary' subjects has traditionally been adopted to breakdown the complexities in understanding concepts in science. In more recent times, concerns have surfaced questioning the relationship between teaching and learning from a pedagogical perspective (Loughran, 2013) by contextualizing its signi cance to others sciences and the global surroundings in the curriculum (Fadillah, et al., 2018). Rigidity in the traditional chemistry curriculum requires that the subdisciplinary domains should be mapped to their interdisciplinary roots allowing transdisciplinary connections to be discovered and conceputalised (McGill, et al., 2019). ...
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Real-world problems are traditionally viewed through a disciplinary lens at the boundary of the physical, life, mathematical and chemical sciences. The existence of these boundaries in taught classroom courses from a traditional context may be an intellectual barrier in seeking critically important hidden connectivities for problems that may have a multidisciplinary origin. Re-shaping STEM (Science, Technology, Engineering and Math) education requires greater conceptual engagement across the four foundational pillars (i.e. Chemistry, Physics, Math and Biology) with a greater appreciation of the underlying principles connecting the fundamental sciences in STEM. From this perspective, there is little insight in the intuitive approach to solving multi-disciplinary problems by students from diverse disciplinary backgrounds at the university level. Based on the current rationale, a diverse student cohort from the arts, engineering and education sectors and from the social, natural and life sciences disciplines were invited to participate in a survey designed to engage students in applying key concepts embedded in ‘systems thinking’ through deeper explorations of complex interrelationships. We developed a difficulty index (D.I), which was an effective parameter in distinguishing between ‘system’ and ‘non-system’ thinking’ approaches by the tested students to decision making when confronted with unfamiliar complex problems. Pre-attentive processing of given data was critical in guiding and shaping data perception and problem solving. More than half (55.2%) of the tested student correctly identified relationships at the observational level to adequately interpret a probable system of interconnecting elements in their analysis. A slow but progressive awareness in the conceptuality of systems and parts and their underlying relationships increased the performance during the course of the survey in the range of (72.4–97.6%). While understanding the complex phenomena of ‘emergent properties’ was unsurprisingly low, a mental effort in the recognition of behavioral patterns and the influence of external physical, chemical and biological factors was supported by increased D.I scoring, although a cognitive bias could not be ruled out.
... The pioneering book of John Loughran (2006) on "Developing a pedagogy of teacher education" has had a significant impact on the field of teacher education, including PETE. He describes a pedagogy of teacher education as the theory and practice of how teacher educators teach about teaching and how PSTs learn about teaching (Loughran, 2013). In this research, we focus particularly on understanding learning about teaching from PSTs' perspectives. ...
Article
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This research takes on the recommendation to continue examining the use of models-based practice (MbP) in diverse contexts by considering pre-service teachers’ (PSTs’) experiences of learning to teach using MbP in a physical education teacher education (PETE) program in Norway. Guided by the theory of a pedagogy of teacher education ( Loughran, 2006 ), this research was driven by the question: “What are PSTs’ experiences of learning about teaching using MbP in one comprehensive PETE course?” The context was a 15-credit PETE course taught collaboratively by four teacher educators to two cohorts of first-year undergraduate PSTs (25 PSTs in each cohort). Data were generated through a total of 24 focus group interviews with eight PST groups before, during, and upon completion of the course. A hybrid approach of inductive and deductive theme development enabled us to produce knowledge of how PSTs’ learning evolved through four phases: (a) (traditional) assumptions about physical education and teacher education, (b) learning about and through a new way of teaching and learning physical education, (c) challenging and being challenged by the traditional “gym” culture in schools, and (d) understanding what it means to be and become a (physical education) teacher. This research offers support to claims about the challenges in creating coherence at different levels in PSTs’ learning experiences in a Norwegian PETE program. At the same time, we show that MbP can provide PSTs with a coherent learning experience, potentially resulting in changes to how PSTs think about teaching physical education.
... Pedagogy, the art and science of teaching, provides a framework for understanding learning and its facilitation (Loughran, 2013;Dornan & Kelly, 2021;Friesen & Su, 2023). Constructivism, emphasizing active knowledge construction (Garbett, 2011;Yadav & Yadav, 2021;Suhendi, Purwarno, & Chairani, 2021), aligns well with the interactive nature of wordplay. ...
Article
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This study investigates the linguistic features of wordplay found on Malangan T-shirts within the framework of language, culture, and pedagogy. By analyzing a corpus of Malangan T-shirt designs, the research identifies a variety of wordplay types, including malapropism, ambiguity, and jargon, offering rich opportunities for language exploration. The study contributes to the understanding of the relationship between language, culture, and visual communication, while also highlighting the potential of Malangan T-shirt wordplay as a valuable resource for enhancing language education and fostering cultural awareness.
... Pedagogical beliefs, including teachers' knowledge, skills, and abilities in managing teaching and learning (Loughran, 2013), play a significant role in teachers' success in their professional lives. The findings of this research show that the changes in teaching concepts and practice lie in pedagogical concerns such as knowledge of teaching media and materials, setting teaching goals, and how to create relevant classroom tasks. ...
Article
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This paper analyzes pre-service teachers’ critical incidents as reflected in their e-portfolios during their teaching simulation in the microteaching course. Three cycles of teaching practice were scheduled for each student-teacher. Thirty-six student-teacher critical incidents and e-portfolios were analyzed. Data were collected mainly from their e-portfolios containing their critical incidents. In addition, observations and focus group discussions were conducted to triangulate and confirm the students’ critical incidents. Results showed that of the total 130 critical incidents, 60 occurred in their first, 38 in their second, and 34 in their third teaching cycle. It indicates that the pre-service teachers struggle more at the beginning of their teaching practicum, go through the learning process, and develop their understanding of teaching. In addition, the student-teachers are empowered by obtaining the ability to sense the theoretical and practical gaps in teaching, indicate teaching problems and complexity, become aware of the challenging classroom management issues, and future professional development. This study highlights the importance of reflective practices such as critical incident analyses to be induced in teacher training programs. Through critical incident identification, pre-service teachers are trained to develop their reflection-on-action skills, pedagogical awareness, and choices and sharpen their sense of teaching problems, particularly when encountering theory-practice gaps.
... al. (2022). As a result of this, Loughran et al. (2013) recommended that teachers should be encouraged to use CoRe and PaP-eRs so as to improve their thinking about teaching for positive outcome in the teaching and learning processes. If the problem of poor understanding of chemistry concepts by the student still persist there is need to assess the pedagogical knowledge efficacy and application of among secondary school chemistry teachers in Nigeria. ...
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This study assess the pedagogical knowledge efficacy and applications among secondary school in kwara state, Nigeria. A mixed research design was adopted to conduct the study. Related literature was reviewed after the conceptual framework based on the major variable of the study. The population of the study comprises of all the chemistry teachers in secondary schoolin kwara state. Based on the data estimate collected from Kwara State Ministry of Education, out of an average number of 118 schools in Ilorin, four Senior Secondary Schools were purposively selected and 40 Chemistry teachers were then randomly selected for the study. Data collected were based on the research questions and were analyzed using both descriptive and inferential statistic. The finding from the study revealed that majority of chemistry teachers have adequate knowledge about the instructional strategies while few still have contrary view about it. Further finding shows that some chemistry teachers still don't possess efficacy when exposed to observation protocol. The study concluded that chemistry teachers possess adequate knowledge of the pedagogical knowledge and knowledge of assessment of chemistry students while some still had contrary view about the knowledge of assessment, despite the fact that Pedagogical content knowledge plays important role in classroom instruction.
... In the context of this study, a pedagogy of teacher education is defined as the theory and practice encompassing the preparation of PSTs and teacher educators, as well as the ongoing professional learning of ISTs and teacher educators (Loughran 2006;Vanassche et al. 2015). According to Loughran (2013), a pedagogy of teacher education includes the interconnected relationship between teaching-learning. In most teacher education contexts, this dynamic involves teacher educators teaching about teaching-learning, while learners, such as PSTs and ISTs, engage in the process of learning about teaching-learning. ...
... The debates surrounding definitions can be illuminated by examining the intricate relationship between education and learning. While they share commonalities in terms of knowledge transmission and individual development, distinctions arise in terms of the primary agent and form (Loughran, 2013). Education encompasses both teachers and students, underscoring the pivotal role of the educator, whereas learning places the learner at the forefront, emphasizing individual agency (Thornberg, Forsberg, Hammar Chiriac, & Bjereld, 2022). ...
Article
Educational neuroscience merges insights from education, psychology, and neuroscience to understand how the brain learns, processes information, and retains knowledge. While this field entails aspects like individual cognitive development and skill acquisition, it lacks clarity on the mechanisms for true social learning and teaching. To fill this gap, our article examines how the rapidly growing area of interpersonal educational neuroscience, which shifts the focus from single learners to learning interactions between individuals, is (and could be) contributing to a refined account for learning in social settings. We conducted a literature review of interpersonal neuroscience in relation to learning and instruction, through databases including Pubmed, Scopus, and Google Scholar. We found that interpersonal brain synchronization (IBS), within a widespread fronto-temporo-parietal network, between teachers and students and among students, can predict learning performance and is biased by characteristics of teaching. The functional implications of IBS, its challenges, and future opportunities for its applications to pedagogical practices are discussed.
... When determining which style of instruction to implement, teachers consider not only the students' prior knowledge but also their environments, learning objectives, and standardized curricula established by the relevant authorities. When possible, teachers facilitate students' learning outside the confines of the classroom by going on educational field trips with them (Loughran, 2013). According to research, the relationship between a student and their teacher was directly related to the student's level of enthusiasm and attitude toward their education. ...
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Primary education is the foundation step of formal education, including various subjects, e.g., languages, science, mathematics, English, Urdu, and social studies, which require different subject teachers. Single-teacher schools face unique challenges such as limited resources (staff, teachers, etc.), a lack of support systems, and isolation, all of which can significantly impact pedagogical practices and attitudes. The study was opted to explore the relationship between pedagogical practices and attitudes of single primary school teachers. The study employed a descriptive research approach, and a survey technique was used for data collection. The population and sample were the same, i.e., 74 single primary school teachers (both male and female) in District Sargodha. Two questionnaires validated through experts' opinions and pilot tested with 0.92 Cronbach Alpha value) were used for data collection through personal visits. Data analysis was carried out using frequencies, percentages, mean scores, and Pearson correlation. The findings were that the overall pedagogical practices and attitudes of single primary school teachers were effective, except for the factor of teacher behavior and a moderate relationship between the teacher's pedagogical practices and attitudes. It is recommended that single teachers be relocated from overcrowded to understaffed primary schools to improve teaching practices and attitudes toward student learning.
... By developing the concept of PCK, Shulman expanded the content of the concept of "pedagogical competence" by changing it from "general pedagogical knowledge" to include aspects of pedagogy specific to a particular field and curriculum (Silva, 1987). Focusing on what teachers need to "know" and "be able to do," PAB conceptualized the category of "teaching knowledge" that distinguishes the teaching profession from "field expertise" (Shulman, 1987) and emphasized the importance of going beyond simple practices such as "teaching by telling" and "learning by listening," which were widely used until then (Loughran, 2013). ...
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Pedagogical content knowledge (PCK) is a field-specific pedagogical approach created by combining the "content knowledge" and "general pedagogical knowledge" bases, which was suggested by Lee Shulman in the mid-1980s and was considered sufficient in teacher training programs until then. It briefly constitutes the "teaching knowledge" knowledge base. This research aims to examine the vocational knowledge courses taught in the high school branch teacher training programs of the faculties of education in Turkey with the PCK dimension in the example of programs that train history teachers. The document review method, a qualitative research method, was used in the research. As a result of the research, it was understood that the vocational knowledge courses taught in the faculties of education in the 1983 program consisted of theoretical general pedagogy courses, as in the previous programs, the teacher training model was changed in 1997, and the courses taught were determined based on PCK. At the same time, an important place was allocated to the applied course hours. However, starting in 2006, a step back from this regulation was started, and the courses aimed at gaining PCK from the programs were reduced and these courses were replaced by general pedagogical courses as before, and the application hours of the courses were reduced. With the 2018 program change, the weight of PCK courses in the program was further reduced, while the practice hours were removed entirely.
... Mentors and supervisory teachers are typically not prepared to understand a pedagogy of teacher education (Loughran 2013). Their role is viewed as one of master-apprentice, with pre-service teachers following what they do but with little understanding of the reasoning behind such actions. ...
... Partindo do pressuposto, por um lado, de que a prática profissional é complexa e que não pode ser encarada como um campo de aplicação das teorias da investigação universitária (LÜDKE et al., 2009) e, ainda, por outro, de que os desafios e as situações problemáticas (LOUGHRAN, 2013) que um professor enfrenta diariamente não se resolvem só com uma boa dose de bom senso, boa vontade e experiência, torna-se legítimo que os professores queiram investigar as suas práticas profissionais. Este tipo de investigação, ao contrário da realizada por universitários, em que as implicações para a prática surgem em segundo lugar (FOLQUE; ...
Article
No âmbito de um estudo que visa compreender como a organização de um projeto de investigação-formação que dava ênfase à escrita profissional, dentro de uma comunidade de prática já constituída, o Movimento da Escola Moderna Português, contribuiu para o desenvolvimento profissional de seis professores do 1º CEB, apresentamos neste artigo os tipos de reflexão escrita que foram mobilizados nos nove diários profissionais produzidos. Tendo como referência alguns modelos de análise da reflexão escrita, realizou-se uma análise de conteúdo aos diários, definindo-se três categorias de análise: 1ª Escrita descritiva; 2ª Reflexão de casos da prática; 3ª Reflexão teorizadora. Os dados revelam que a reflexão de casos da prática foi a categoria de análise com mais unidades de registo, o que se compreende dado o projeto em causa ter refletido as características de uma investigação da prática, em que se melhorou a mesma e se produziu e divulgou conhecimento.
... Resorting to these prescriptive practices has presented teaching and learning as an oversimplified transmission of knowledge, largely neglecting the layering of knowledge and skill necessary for the process. According to Loughran (2013), ...
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Many science teachers leave the teaching profession during the first five years of practice resulting in a "greening" of the population. This phenomenon produces a high concentration of early-career teachers with low levels of pedagogical content knowledge (PCK). PCK is the ultimate measure for knowing the content one teaches and the best strategies to transmit the knowledge. Teachers develop PCK through experience grounded in reflection. Yet, teacher preparation programs provide little experience with authentic, reflective practice leaving newly hired science teachers with limited understanding of the content and how to teach it to students. Research shows promise for increasing levels of PCK using multiple methods of support and professional development, but researchers know little about how this development occurs. While many researchers focused on planning, some were more concerned with enactment. However, few studies addressed the complete planning, enacting, and reflecting teaching cycle. Understanding how PCK develops may lead to more effective methods of early training. This study examined role of coaching or mediated instructional support on an early-career chemistry teacher, PCK development, and the role of mediated reflection during the process of uncovering knowledge transfer. Findings revealed a) the importance of the positioning of the coach, b) a pattern of reflective steps necessary for effective PCK development, and c) a pattern indicating a link between content knowledge, the expression of content understanding, and the alignment of content understanding with instruction for successful PCK development.
... There are many ways to teach and deliver a class. Many teaching pedagogy (Loughran, 2013), (Waite, 2017) and assessment improvements (Sparks, Katz, & Beile, 2016), (Bryan & Clegg, 2019), (Murphy, 2006) are reported regularly in the literature. Sometimes teaching is combined with industry engagement and recognition (Lee, 2008). ...
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Assessments are the fundamental media between students and educators. This paper aims to evaluate how to create assessments, how students learn from them, and how to link them to the industry and entrepreneurism. The implementation plan postulates how students can generate income from income-generation assessments or business innovation assessments. In this paper, we discuss the involvement of modern industry in assessment. We examine evidence from approximately 100 assessments detailed in 32 subject outlines. We employ a descriptive, pragmatic research methodology to consider whether they can be aligned more with industry expectations and expected duties. We propose a framework to connect with industry and create student income-generating projects. This proposed income-generating assessments framework recommended industry-based assessments with which students can not only earn marks towards a subject but potentially earn an income based on it. This paper extends the idea of peer learning to expert or industry learning: an approach that did not employ in higher education. Our approach supports educators in keeping the assessment up-to-date, enabling students to add more value to their learning of industry products and procedures. Students can directly contribute to the product and procedures and learn from the strategies actively employed in the workplace.
... Design thinking has some promise as an innovation-oriented approach to course design that fosters learning rather than teaching (Hong & Sullivan, 2009;Loughran, 2013;Whetten, 2007). Educators have identified general design skills as a valuable tool in course design (Falvo & Urban, 2007) and have come to the realization that designers in all fields, including course design, use very similar methods (Hokanson et al., 2008). ...
... Realizing that teaching has become a demanding profession (Kieschke & Schaarschmidt 2008;Loughran 2013;Malmberg 2008) and that updating and upgrading knowledge is dynamic, the use of information and communications technology (ICT) through social media platforms has been considered a tool to promote blended coaching. The advancement of technological devices and telecommunication networking has therefore given coaches the opportunity to support face-to-face coaching. ...
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The purpose of this contribution is to investigate the practices of English Language School Improvement Specialist Coaches Plus (SISC+) in Malaysia on the use of social media for coaching. In this study, a mixed-method approach is employed as a process of inquiry to collect and analyze data. The main finding of the study indicates the power of communication as the heart of the relationship that exists between both SISC+ and teachers. Coaches believe that better communication tools contribute to having a positive impact on the relationship with their teachers and help them to achieve their coaching objectives. The study suggests utilizing blended coaching to be implemented for the improvement of face-to-face coaching practice. The findings show that a healthy coach-teacher relationship enhances communication activities. Offering new knowledge relevant to how social media is being used to improve a coach-teacher relationship, this study contributes a different and positive perspective to research and practice on coaching by introducing a blended model of face-to-face and online coaching.
... At the same time that I was reminding myself of the daily routines and challenges of a science teacher, I was also discovering the power of pedagogy (see Loughran, 2013). I was learning from individuals in Melbourne, Australia about teachers working across departments to develop more powerful teaching procedures. ...
... Pedagogical beliefs are the complex views of pre-service teachers' knowledge, skills and abilities, used in the reasoning, managing and ways of responding to the interactions of teaching and learning (Loughran, 2013). Researchers have widely recognised the importance of the professional experience in influencing pedagogical beliefs (Tondeur et al., 2016). ...
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The purpose of the study was to examine the pedagogical beliefs of preservice science teachers about the nature of teaching and learning physical science, understanding how the physical science subject should be taught and characteristics of a good physical science teacher at the secondary level. Descriptive survey with mixed method approach was followed for data collection and analysis. 97 pre-service science teachers of RIE, Bhubaneswar were the participants of the study. The findings showed that pre-service science teachers had strong pedagogical beliefs towards the nature of teaching and learning physical science, were sensitive towards the effective use of pedagogy in teaching physical science and had knowledge about the characteristics of a good physical science teacher at the secondary level.
... Engineering subjects are analytical which are based upon practical analysis of data. Hence, the pedagogy must be carefully selected by the instructor [36,37]. For every course, the pedagogy has to be different. ...
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This study explores the potential of LEGO® Six Bricks®, a manipulative educational tool, to enhance the pedagogical skills of third-year pre-service teachers in South Africa. Employing participatory action learning and action research (PALAR), the study involved six third-year pre-service teachers from NorthWest University, Potchefstroom Campus. Data was generated using LEGO®-voice, reflective journalling and reflective group conversations during and after school-based teaching practice. Data analysis involved thematic content analysis and inductive analysis using ATLAS.ti 23 software These pre-service teachers not only had to reflect on their own perceptions regarding pedagogy and the role that pedagogy plays in being a teacher, but also on how a manipulative can be utilised as a teaching tool. The findings in this study revealed that LEGO® Six Bricks® positively impacted pedagogical approaches despite challenges such as insufficient support from mentor teachers and resource constraints. This study contributes to the ongoing discourse on bridging the theory-practice gap in teacher education by integrating innovative, play-based learning tools.
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This Erasmus + project has a primary outcome of developing and testing a set of signature pedagogies that can be used across physical education teacher education in Europe and around the world. These pedagogies will foster equitable outcomes in physical education for pre-service and in-service teachers in their ongoing professional learning. A systematic review of literature and testing of signature pedagogies in physical education has taken place in seven European nations. Three signature pedagogies of teacher education in physical education across international contexts are identified and presented in terms of their surface, deep and implicit structure, including: (auto)biographical pedagogies, experiential pedagogies, and pedagogies of professional learning. This project has explored the similarities and differences between each of the three groups of pedagogies and what makes a pedagogy of teacher education in physical education distinct from a pedagogy of teacher education more broadly. This project offers a preliminary shared language of teacher education pedagogies in the field of physical education and is intended to open a dialogue around preparing and supporting pre-service teachers, in-service teachers, and teacher educators in the context of physical education, with the aim of ensuring more authentic, transformative and equitable teacher education practices in physical education.
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This study investigated the cognitive and illustrative significance of high school teachers in the classroom with narrative plots. The results show that on average more than half of secondary school teachers have teaching experience. They believe that existence is related to the nature of teaching, satisfactory teaching experience and the general development of the student. This research advocates for teaching modules grounded in daily instructional practices and equips educators with language and knowledge that align with these practices.
Chapter
This chapter will discuss trauma-informed pedagogy that values student and teacher voice. This approach leads to an anti-deficit lens that builds on resiliency through literacy instruction. Additionally, the authors demonstrate how to incorporate a trauma-informed approach into literacy instruction using a model that has been used in real-world classrooms during the COVID-19 pandemic. Educators can use trauma-informed pedagogy to develop a more inclusive environment while improving engagement in curriculum through literacy instruction.
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This book is a useful guide for educators who seek to better engage students in rich, meaningful learning, outlining a clear set of key concepts and principles for relational pedagogy in school classrooms. Emphasising the complex interpersonal encounters that mediate the social, cultural and political dynamics of the school as a shared space, the authors draw attention to the myriad relationships that constitute the social context of the school and the effects these have on teaching, learning and engagement. The relationships between students and teachers directly affect the experience of education, how learning unfolds and overall educational outcomes. Building on scholarly work and school practices, this book argues that relational pedagogy should be at the centre of teaching and learning in schools, in order to drive positive educational change. It further demonstrates the potential of relational pedagogy in the classroom through vignettes and examples from practice to highlight how these concepts can be applied in teaching and school leadership. Presenting a compelling new framework for relational pedagogy, this book will be of interest to teacher educators, postgraduate students of education, policy and school leaders.
Article
Purpose The purpose of the project was to intervene in a deficit reading of communities. This article engages public pedagogy in a way that suggests a new approach to the field. To this end, both the terms public and pedagogy are interrogated. Design/methodology/approach The approach in this paper is an analysis of a qualitative research project: the knowledge project and pop-up school. The theoretical framework used to undertake the analysis of this project is Hannah Arendt's conceptualisation of the public realm and Michele Foucault's use of parrhesia (the truth teller), alongside Foucault's work on power. Findings This article offers a whole new subject position that of the educative agent. Further, this article suggests that the educative agent takes a carriage of knowledge and therefore enacts authority. Originality/value This article is an original theoretical engagement with knowledge, authority and power.
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Learning how to develop lesson and unit plans is recognised as a priority for teacher education programmes; however, recent empirical research on planning is scarce, particularly in physical education. The purpose of this research was to analyse how and why we teach physical education pre-service teachers (PSTs) to plan in the ways we do. A secondary purpose was to consider alternative approaches to teaching about planning based on this analysis. Over one academic term, we used collaborative self-study of teacher education practice methodology and gathered several forms of qualitative data, including reflective journal entries, recorded video conversations, and teaching artefacts. Through sharing and interrogating our assumptions about the nature of planning and how to teach PSTs about planning, we came to see several flaws in the approaches we had typically used, particularly in terms of the emphasis given to the products (i.e. developing and submitting complete lesson plans) over the processes of planning, and how this emphasis did not necessarily support PSTs’ learning. This was partially because we found it challenging to model our processes of planning for PSTs in authentic ways. We agree that planning is and should be a central part of learning to teach; however, this research suggests that the ‘typical’ actions in how we teach PSTs about planning may be ripe for disruption and redesign. This research provides a rationale for a better balance to be struck between teaching about planning-as-process and teaching about planning-as-product.
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In this chapter, I look at the meeting of technology and pedagogy through a lens of affect/emotion. I discuss how a sudden and worldwide move to online teaching emphasized the need to talk about emotionality in technology-mediated pedagogical spaces. Then I turn to the problems of disembodiment and anonymity in virtual learning environments. To develop a broader understanding of technological affordance, I propose that we draw insights from the recent affective turn, which wants us to take emotions seriously in all personal, social, and political domains. Building on recent scholarship on affect studies, I develop a nuanced understanding of human emotionality, which rejects the idea of emotion as an individual’s internal property. I close the chapter with a call for treating emotions as complex, socially constructed, and distributed across bodies.KeywordsEmotionAffectTechnologyPedagogySpaceDisembodimentAnonymityAffordance
Article
Globally, modern contemplative practices like yoga and mindfulness are being widely adopted for the purposes of well-being. This paper begins to explore a possible pedagogy of well-being by taking the example of modern yoga in Los Angeles. Embodiment represents an important aspect of both well-being and cultural pedagogy. While there are rich insights around embodied learning, teaching bodies, in whose presence we learn, remain marginal. I unpack the forging and communication of embodied teaching knowledge in a pedagogy of well-being. Drawing on Herbart’s notion of pedagogical tact and Bourdieu’s interpretation of habitus, I propose the idea of pedagogic bodies that represents a conscious intent and concern for others within one’s own body, unpacking relational, pedagogical labor of teaching bodies. This paper shows how conscious intent and corporeal competence connect to human practice for the purposes of well-being and notes implications for education and pedagogy in general.
Thesis
La thèse explore le rôle des réseaux et des processus sociaux dans les dynamiques du savoir des enseignants à travers deux questions de recherche. Premièrement, comment peut-on caractériser les différentes dynamiques du savoir professionnels des enseignants ? La thèse examine la façon dont les enseignants mobilisent et construisent du savoir collectivement, et les mécanismes de diffusion de ce savoir au sein de leur communauté de pratique et dans leur réseau plus large. Deuxièmement, comment les processus sociaux influencent-ils la dynamique du savoir des enseignants ? Le travail s’intéresse à mettre en évidence la complexité des processus sociaux et la manière dont ceux-ci contribuent aux différentes dynamiques du savoir. Une étude à méthode mixte a été menée dans le cadre d'un supra-réseau d'établissements en France. L’élément quantitatif consiste en deux questionnaires – un adressant les enseignants, un les chefs d'établissement. Les données sont analysées à l'aide de la modélisation par équations structurelles et d'une analyse du ego-réseau des écoles. L’élément qualitative consiste en des études de cas menées dans deux collèges.
Article
Background Instructional differentiation within classrooms involves educators’ adaptations of instructional elements to meet diverse learners’ needs. It is usually regarded as a crucial component of high-quality education that promotes equal and inclusive opportunities for all students. However, defining and operationalising this complex construct is challenging, and important, in efforts to better understand instructional differentiation and support learners worldwide. Purpose This paper aims to contribute to a better understanding of instructional differentiation. It discusses definitions and operationalisations of instructional differentiation in the educational research literature and argues for the inclusion of deliberateness and adaptiveness as two defining characteristics of instructional differentiation. Sources of evidence and main arguments Using theoretical arguments and illustrations from empirical research, including a small-scale study of our own, we discuss and exemplify the value of considering deliberateness and adaptiveness in empirical research on instructional differentiation. Further, we consider the challenges and opportunities for research on instructional differentiation. Conclusions Studying the deliberateness and adaptiveness of instructional variation calls for conceptual and operational alignment, and research methodologies that take into account the multiple perspectives of teachers and students. Our investigations draw attention to the conceptual complexity of instructional differentiation, challenges in practice and the need for professional development to support teachers’ embedding of instructional differentiation practices.
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The worldview on the rights of people with disabilities has changed in pursuit of social justice, resulting in an international increase in students with disabilities enrolling at Higher Education Institutions (HEIs). This supports the need to meet the challenge to transform and attain Education for All (EFA) as a global imperative. In this research, I focussed on the experiences of students with Specific Learning Disabilities (SLDs) at a South African university. My findings suggest that although HEIs have policies that promote inclusive education, many students with SLDs still experience exclusion from full access and participation in teaching and learning. I conclude that authentic inclusion of students with SLDs requires improved awareness of institutional support structures as well as an inclusive pedagogical stance from lecturers.
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Transnational education is rather common in the Gulf Cooperation Council (GCC) countries, with among the highest TNE enrolments of any region worldwide. Approximately a third of the Omani students in higher education are registered in programmes offered transnationally, and a UK university is the main provider. The aim of this study was to identify the challenges that Omani students perceive when studying in transnational education by means of a survey and in-depth follow-up interviews. The findings show that challenges relate mainly to students' adaptation to transnational higher education pedagogies, the challenges of academic writing, and challenges related to the international or UK culture of the programme. It argues in favour of widening the definition of contextualisation from simply including local examples to a pedagogical approach in TNE that supports students in dealing with their challenges in the TNE contexts.
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This paper presents two South African case studies designed to explore the influence of subject matter knowledge on pedagogical content knowledge (PCK). In the first case study on teaching the mole in two township schools, the findings illustrate that the participant teachers favoured procedural approaches at the expense of conceptual understanding. The second case study examines the teaching of chemical equilibrium to students on a bridging programme in a tertiary institution. Through these data the authors present a model to assist in understanding the amalgamation of subject matter knowledge (SMK) with other teacher knowledge domains to produce what we describe as ‘manifestations’. The model was useful in interpreting the teachers’ practice, especially to highlight the role of SMK, and therefore offers interesting insights into the nature of PCK and its influence on science teaching.
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It should be noted that the authors in this volume represent neither of the continuum extremes presented in the previous section. However, each author started with Shulman’s model and, based on their interpretation, shaped the model in unique ways that fit their perceptions of the data on teacher cognition. Hopefully this book will enhance the reader’s understanding of PCK through an analysis of both historic and current conceptions, an overview of the research literature, and a presentation of the practical implications derived from this model. Does the construct of PCK help or constrain our pursuit of excellence in teacher preparation? The answer to this question is left to the reader. An anticipated result of such contemplation will lead to individual and community exploration, development, and evaluation of alternative models used to study teacher cognition. As with PCK, future models will need to address the following questions: What knowledge do teachers need to possess in order to be effective? What model of teacher knowledge best explains the data that exists and stimulates future attempts to reconcile, synthesize, and expand our knowledge? Regardless of future evaluation, the explication of PCK as a construct and a model has reintroduced the importance of content knowledge into the teaching equation, promoted renewed vigor in the subject-specific teaching areas such as science education, and highlighted the need for integration of the various domains of knowledge in research, teaching, and teacher preparation. Using these criteria, PCK has proven to be an especially fruitful model.
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The purpose of this study was to rethink the conceptualization of pedagogical content knowledge based on our descriptive research findings and to show how this new conceptualization helps us to understand teachers as professionals. This study was a multiple case study grounded in a social constructivist framework. Data were collected from multiple sources and analysed using three approaches: (a) constant comparative method, (b) enumerative approach, and (c) in-depth analysis of explicit PCK. The results indicated that (a) PCK was developed through reflection-in-action and reflection-on-action within given instructional contexts, (b) teacher efficacy emerged as an affective affiliate of PCK, (c) students had an important impact on PCK development, (d) students’ misconceptions played a significant role in shaping PCK, and (e) PCK was idiosyncratic in some aspects of its enactment. Discussion centres on how these five aspects are related to teacher professionalism.
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This paper is designed to raise issues around how we view teaching and some of the implication that has for thinking about teaching as a discipline. The paper is built around the concept of 'noticing' from some of my earlier work and aims to push ideas about teaching in ways that are intended to provoke readers into thinking more deeply about how they conceptualise teaching and all that that involves. The paper is organised in such a way as to invite critique using the idea of teaching as disciplined enquiry because teaching, in its full sense, requires ongoing study of oneself in order to be sensitive to learners, ongoing enquiry as to the sense that learners are making, and ongoing enquiry into the subject matter of the discipline. This enquiry involves multiple domains: subject epistemology and ontology; pedagogic strategies and didactic tactics; and psychosocial specifics of situations involving human beings, who can be agentive in exercising their will as to what they attend to, and how. Put another way, in order to remain fresh and sensitive to learners, it is essential for teachers to refresh their sense of the disciplined ways in which natural human powers are employed in the subject, of the role of fundamental themes, practices and awarenesses which comprise the subject and its discipline, and of the particularities of the learners in their historical-cultural and institutional setting. Thus, teaching is fundamentally enquiry in the domain of human attention and awareness.
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Pedagogical content knowledge (PCK), since its inception as teacher-specific professional knowledge, has been researched extensively. Drawing on a wide range of literature, this paper seeks to clarify how the potential offered by PCK could be utilised to further develop science teacher education. An analysis of PCK models proposed by various researchers, together with methods of elucidating PCK in experienced and novice teachers, is provided. The paper argues that making PCK more explicit in the teacher education process may help novices adjust to teaching, as well as aiding experienced teachers in developing more reflective practices.
Article
In this article, professional development in the context of the current reforms in science education is discussed from the perspective of developing teachers' practical knowledge. It is argued that reform efforts in the past have often been unsuccessful because they failed to take teachers' existing knowledge, beliefs, and attitudes into account. Teachers' practical knowledge is conceptualized as action‐oriented and person‐bound. As it is constructed by teachers in the context of their work, practical knowledge integrates experiential knowledge, formal knowledge, and personal beliefs. To capture this complex type of knowledge, multimethod designs are necessary. On the basis of a literature review, it is concluded that long‐term professional development programs are needed to achieve lasting changes in teachers' practical knowledge. In particular, the following strategies are potentially powerful: (a) learning in networks, (b) peer coaching, (c) collaborative action research, and (d) the use of cases. In any case, it is recommended that teachers' practical knowledge be investigated at the start of a reform project, and that changes in this knowledge be monitored throughout the project. In that way, the reform project may benefit from teachers' expertise. Moreover, this makes it possible to adjust the reform so as to enhance the chances of a successful implementation. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 137–158, 2001
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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. Pedagogy refers to the synergistic relationship which exists between learning and teaching - one informs and is impacted by the other. For me then, Powerful Pedagogy reflects the need to see teaching in new ways and to do so by placing inquiry at the centre of learning about the intricacies of teaching about teaching. Powerful Pedagogy is a "how-to-see-teaching-differently" book; one which identifies and raises for scrutiny and critique, the markers which help the learning about teaching as one attempts to enact a pedagogy of teacher education. Professor John Loughran, Foundation Chair, Curriculum & Professional Practice Associate Dean Faculty of Education Monash University (2007).
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There has been a growing interest in the notion of a scholarship of teaching. Such scholarship is displayed through a teacher's grasp of, and response to, the relationships between knowledge of content, teaching and learning in ways that attest to practice as being complex and interwoven. Yet attempting to capture teachers' professional knowledge is difficult because the critical links between practice and knowledge, for many teachers, is tacit. Pedagogical Content Knowledge (PCK) offers one way of capturing, articulating and portraying an aspect of the scholarship of teaching and, in this case, the scholarship of science teaching. The research underpinning the approach developed by Loughran, Berry and Mulhall offers access to the development of the professional knowledge of science teaching in a form that offers new ways of sharing and disseminating this knowledge. Through this Resource Folio approach (comprising CoRe and PaP-eRs) a recognition of the value of the specialist knowledge and skills of science teaching is not only highlighted, but also enhanced. The CoRe and PaP-eRs methodology offers an exciting new way of capturing and portraying science teachers' pedagogical content knowledge so that it might be better understood and valued within the profession. This book is a concrete example of the nature of scholarship in science teaching that is meaningful, useful and immediately applicable in the work of all science teachers (preservice, in-service and science teacher educators). It is an excellent resource for science teachers as well as a guiding text for teacher education. Understanding teachers' professional knowledge is critical to our efforts to promote quality classroom practice. While PCK offers such a lens, the construct is abstract. In this book, the authors have found an interesting and engaging way of making science teachers' PCK concrete, useable, and meaningful for researchers and teachers alike. It offers a new and exciting way of understanding the importance of PCK in shaping and improving science teaching and learning. Professor Julie Gess-Newsome Dean of the Graduate School of Education Williamette University This book contributes to establishing CoRes and PaP-eRs as immensely valuable tools to illuminate and describe PCK. The text provides concrete examples of CoRes and PaP-eRs completed in "real-life" teaching situations that make stimulating reading. The authors show practitioners and researchers alike how this approach can develop high quality science teaching. Dr Vanessa Kind Director Science Learning Centre North East School of Education Durham University.
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Internationally respected teacher educator John Loughran argues that teachers’ knowledge of what they do is largely tacit and often misunderstood. In this book, he distils the essence of professional practice for classroom teachers.
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A pedagogy of teacher education must go well beyond the simple delivery of information about teaching. This booknbsp;describes and explores the complex nature of teaching and of learning about teaching, illustrating how important teacher educators' professional knowledge is and how that knowledge must influence teacher training practices. The book is divided into two sections. The first considers the crucial distinction between teaching student-teachers and teaching them about teaching, allowing practice to push beyond the technical-rational, or tips-and-tricks approach, to teaching about teaching in a way that brings in the appropriate attitudes, knowledge and skills of teaching itself. Section two highlights the dual nature of student teachers' learning,nbsp;arguing that they need to concentrate not only on learning what is being taught but also on the way in which that teaching is conducted.
Article
In this article, Susan Lytle and Marilyn Cochran-Smith, two university-based teacher educators, argue for a different theory of knowledge for teaching — one that is drawn from the systematic inquiry of teachers themselves. In contrast to a knowledge base for teaching that privileges only the knowledge of the university researcher, the authors propose a knowledge base that includes the emic perspective of the teacher researcher, whose questions and processes are embedded in classroom practice. In their analysis, the authors draw on a wide range of texts written by teachers, including journals, essays, oral inquiries, and classroom studies. Lytle and Cochran-Smith conclude that teacher research, which historically has been marginalized in the field, challenges the assumption that knowledge for teaching is generated by outsiders only; they argue, rather, that school-based teacher researchers are themselves knowers and a primary source of generating knowledge about teaching and learning for themselves and others.
Article
This paper explores teacher education through a self-study approach to researching practice. The development of the notion of tensions—in this case, the tension between confidence and uncertainty—is used as a way of understanding the complex nature of teaching and learning about teaching with a focus on teacher education practice. The paper is organised so that each section illustrates a particular concern or issue arising from an examination of practice by posing questions about the particular aspect of practice under consideration. The paper illustrates how the results of self-study research can help to build confidence both individually and collectively among the teacher educator profession, so that genuine change in teacher education practices might be enacted in teacher education programs.
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Introduction: Teaching From Within The Heart of a Teacher: Identity and Integrity in Teaching A Culture of Fear: Education and the Disconnected Life The Hidden Wholeness: Paradox in Teaching and Learning Knowing in Community: Joined by the Grace of Great Things Teaching in Community: A Subject-Centered Education Learning in Community: The Conversation of Colleagues Divided No More: Teaching from a Heart of Hope.
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Clark and Lampert describe how the research on teacher think ing has broadened and deepened the knowledge base of teach ing, particularly with respect to the complexity of teaching, our understanding of what teachers know, and our knowledge of methods of inquiry and reflection on teacher thinking. Such knowledge challenges the image of the teacher as technician and the conception of research as a source of empirically proven and generalizable prescriptions. The value of this research for teacher educators and prospective teachers is that it provides insights into the mental lives of teachers. Those insights can be used to challenge preservice teachers' thinking and to ex pand their view of the teaching act.
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This paper considers how the notion of pedagogical content knowledge (PCK) has developed and changed over the past 20 years. It draws on the preceding papers in this special issue to reflect on the big picture issues and ideas that are important in shaping understandings of PCK and the nature of research on PCK. The paper is structured around four sections. The first section offers analysis of the characteristics of PCK as employed by the researchers in this volume, raising some issues related to the construct. The second section considers the implications for research design that result from these authors’ views of PCK. The third section suggests an agenda for future research on science teacher knowledge. The concluding section examines the continuing value of the PCK construct for the science education community.
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Lee S. Shulman builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes, "by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past." To articulate and justify this conception, Shulman responds to four questions: What are the sources of the knowledge base for teaching? In what terms can these sources be conceptualized? What are the processes of pedagogical reasoning and action? and What are the implications for teaching policy and educational reform? The answers — informed by philosophy, psychology, and a growing body of casework based on young and experienced practitioners — go far beyond current reform assumptions and initiatives. The outcome for educational practitioners, scholars, and policymakers is a major redirection in how teaching is to be understood and teachers are to be trained and evaluated. This article was selected for the November 1986 special issue on "Teachers, Teaching, and Teacher Education," but appears here because of the exigencies of publishing.
Article
The purpose of this study was to describe the evolution of pedagogical content knowledge (PCK) in prospective secondary physics teachers. Craft knowledge was used as one epistemological perspective. The researcher used two cases, two prospective physics teachers, and followed their development through the science curriculum class and student teaching field experience of their teacher preparation program. Content-specific, situational vignettes were created as a tool to monitor the participants' development of PCK. Data were collected through several methods and were analyzed using qualitative content analyses. The results of this study support three major findings about the development of PCK in prospective secondary physics teachers. First, the prospective physics teachers believed that experience in the classroom was an integral part of their development. Second, prospective teachers became student centered in their teaching approach and began to reflect and philosophize about their beliefs of science teaching and learning. Third, the development of PCK was determined to be complex and non-linear. In particular, content knowledge, followed by knowledge of students, were determined to be the most important knowledges in the development of PCK. Knowledge of content and students formed a base from which prospective teachers could develop domain-specific PCK. (Contains 57 references.) (Author/ASK)
Article
This paper documents the pedagogical content knowledge (PCK) of four university professors in General Chemistry for the topic ‘amount of substance’; a fundamental quantity of the International System of Units (SI). The research method involved the development of a Content Representation and the application of Mortimer’s Conceptual Profile Model to evaluate the way in which participants structured their knowledge of the topic. Five conceptual profile zones were defined: perceptive/intuitive, empiricist, formalist, rationalist, and formal rationalist. These zones were then used as criteria to classify participants’ PCK as articulated in the framework of their Content Representations. As a consequence, four different conceptual profile graphs were constructed by plotting the percentage of times that each conceptual profile zone appeared. These conceptual profile graphs revealed the ways in which each professor conceptualised his or her teaching of ‘amount of substance’.
Article
In this article, professional development in the context of the current reforms in science education is discussed from the perspective of developing teachers' practical knowledge. It is argued that reform efforts in the past have often been unsuccessful because they failed to take teachers' existing knowledge, beliefs, and attitudes into account. Teachers' practical knowledge is conceptualized as action-oriented and person-bound. As it is constructed by teachers in the context of their work, practical knowledge integrates experiential knowledge, formal knowledge, and personal beliefs. To capture this complex type of knowledge, multimethod designs are necessary. On the basis of a literature review, it is concluded that long-term professional development programs are needed to achieve lasting changes in teachers' practical knowledge. In particular, the following strategies are potentially powerful: (a) learning in networks, (b) peer coaching, (c) collaborative action research, and (d) the use of cases. In any case, it is recommended that teachers' practical knowledge be investigated at the start of a reform project, and that changes in this knowledge be monitored throughout the project. In that way, the reform project may benefit from teachers' expertise. Moreover, this makes it possible to adjust the reform so as to enhance the chances of a successful implementation. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 137–158, 2001
Article
This case study investigates the development of the understanding of constructivist theory among students in a Masters level elementary teacher education program within a particular course. The focus of the study is a seminar entitled 'Advanced Seminar in Child Development'. The questions explored include: How do students' ideas of teaching, learning and knowledge develop within the context of their experience in this course? How do they come to understand constructivism? What are their definitions of constructivism? What is the course of the development of this understanding? The nature of the students' learning processes is examined through three sources of data: dialog journals, videotaped sessions and the instructor's reflective teaching journal. The study looks both at student development and instructional practice to further understanding of how student-teachers can learn to apply constructivist theory to their teaching and to understand the learning process, both within themselves and their students. Their development is placed in the context of Korthagen and Kessels's model of teacher understanding and practice, and within a broader context of princi-ples of practice that emphasize a belief in equity and social justice. The case illustrates how the way student-teachers are taught theory can help them integrate their own ideas of learning and teaching with constructivist theory in order to think critically about their own practice in an ongoing devel-opmental manner.
Article
Many primary school teachers in Australia tend to be reluctant to teach science, partly because they are not confident in science and have limited science background knowledge. However, quite a number of primary school teachers still manage to teach some science. When they plan to teach science, many of them use the term science activities that work. Such activities seem to be related to science pedagogical content knowledge for some primary teachers. In order to better understand what the term activities that work means, twenty teachers from several schools were interviewed and asked what they understood by this expression. Themes that emerged suggest that activities that work are hands on, are interesting and motivating for the children, have a clear outcome or result, are manageable in the classroom, use equipment that is readily available, and are preferably used in a context where science is integrated into themes. Implications for curriculum and for preservice teacher education are considered.
Article
An analysis was made of the subject matter knowledge and beliefs of 10 primary teachers in a summer program that focused upon conceptual change teaching in science. Interviews and videotapes of teaching showed that, before the program, substantive and pedagogical content knowledge about targeted science subject matter was limited, and beliefs about science teaching were predominantly didactic- or discovery-oriented. During the program, most teachers began to acquire targeted content knowledge and elements of a conceptual change orientation toward science teaching. Their initial attempts at implementation of this knowledge and orientation, in a summer science camp, revealed several ways in which orientations and/or various aspects of the subject matter influenced the form and content of their lessons. Results indicate the need to address both substantive and pedagogical content knowledge, as well as beliefs about teaching, in teacher training programs.
Article
What kinds of knowledge do teachers need in order to be effective in their classrooms? This question has received much attention recently. This paper outlines a framework for teachers' knowledge, consisting of six major categories, namely: general liberal education, personal performance, subject matter, general pedagogical, subject matter specific pedagogical, and foundations of the teaching profession. Suggestions are provided on ways in which three of the categories, subject matter knowledge, general pedagogical knowledge, and subject matter specific pedagogical knowledge can be dealt with in teacher education, especially at the preservice stage. These suggestions are based on actual courses which have been taught in various countries. The outcomes of one such course, which was taught and supervised by the author, are reported in terms of the students' perceptions of the knowledge they have acquired.
Article
Central to caring professions such as teaching is the need to notice and be sensitive to the experiences of pupils and teachers. Starting from this position, Researching Your Own Practice demonstrates that in order to develop your professional practice you must first develop your own sensitivities and awareness. One must be attuned to fresh possibilities when they are needed and be alert to such a need through awareness of what is happening at any given time. By giving a full explanation of this theory and a guide to its implementation, this book provides a practical approach to becoming more methodical and systematic in professional development. It also gives the reader a basis for turning professional development into practitioner research, as well as giving advice on how noticing can be used to improve any research, or be used as a research paradigm in its own right. The discipline of noticing is a groundbreaking approach to professional development and research, based upon noticing a possibility for the future, noticing a possibility in the present moment and reflecting back on what has been noticed before in order to prepare for the future. John Mason, one of the discipline's most authoritative exponents, provides us here with a clear, persuasive and practical guide to its understanding and implementation.
Article
Building on the concepts of professional competence that he introduced in his classic The Reflective Practitioner, Schon offers an approach for educating professional in all areas that will prepare them to handle the complex and unpredictable problems of actual practice with confidence, skill, and care.
De psychiater als opvoeder [The psychiatrist as pedagogue]
  • P A Kohnstamm
Kohnstamm, P. A. (1929). De psychiater als opvoeder [The psychiatrist as pedagogue]. Mededeelingen van het Nutsseminarium voor Paedagogiek aan de Universiteir van Amsterdam, 6 [Booklet].
Self-study and the power of seeing teacher education as a discipline
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Russell, T. (2007b). Self-study and the power of seeing teacher education as a discipline. Intercollege Research Authority, Yearbook no. 14, 31–39.
Teacher education as a process of developing teacher knowledge Teaching about teaching: Purpose, passion and pedagogy in teacher education
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Northfield, J. R., & Gunstone, R. F. (1997). Teacher education as a process of developing teacher knowledge. In J. Loughran & T. Russell (Eds.), Teaching about teaching: Purpose, passion and pedagogy in teacher education (pp. 48–56).
Foreword Examining pedagogical content knowledge: The construct and its implications (pp. ix–xii)
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Shulman, L. S. (1999). Foreword. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications (pp. ix–xii). Dordrecht, the Netherlands: Kluwer.
Seams of paradoxes in teaching Reconceptualizing teaching practice: Self-study in teacher education
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Wilkes, G. (1998). Seams of paradoxes in teaching. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice: Self-study in teacher education (pp. 198–207).
Opposites attract: What I learned about being a classroom teacher by being a teacher educator
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Senese, J. (2002). Opposites attract: What I learned about being a classroom teacher by being a teacher educator. In J. Loughran & T. Russell (Eds.), Improving teacher education practices through self-study (pp. 43–55). London: RoutledgeFalmer.
Tensions in teaching about teaching: A self-study of the development of myself as a teacher educator
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Berry, A. (2007). Tensions in teaching about teaching: A self-study of the development of myself as a teacher educator. Dordrecht, the Netherlands: Springer.