Self-Study Research: Modelling graduating teacher standards for pre-service teachers

Chris North, Lindsey Conner, Ronnie Davey

    Research output: Contribution to conferencePaperpeer-review

    Abstract

    Graduating teacher standards have been critiqued as creating a binary between teacher knowledge and practice (Aitken, Sinnema and Meyer, 2013). The new model they propose requires justifiable teacher decisions . Through a self-study methodology, we present our experiences of making teacher decisions transparent and accessible to students. In particular we problematize the concept of "seamless" teaching by teacher educators and argue that we must make the "seams" of teaching and learning visible in order for pre-service teachers to engage with key teaching dispositions such as open-mindedness, and discernment and adaptive expertise. We present some challenges and successes we have experienced in these approaches and show how self-study has been crucial to our personal journeys of learning about teaching and learning with our students.
    Original languageEnglish
    Publication statusPublished - 2014
    EventAustralian Association for Research in Education and New Zealand Association for Research in Education Joint Conference 2014 (AARE/NZARE) - Brisbane, Australia
    Duration: 30 Nov 20144 Dec 2014

    Conference

    ConferenceAustralian Association for Research in Education and New Zealand Association for Research in Education Joint Conference 2014 (AARE/NZARE)
    CountryAustralia
    CityBrisbane
    Period30/11/144/12/14

    Fingerprint Dive into the research topics of 'Self-Study Research: Modelling graduating teacher standards for pre-service teachers'. Together they form a unique fingerprint.

    Cite this