Occasioning teacher-educators’ learning through practice-based teacher education

Glenda Anthony, Robin Averill, Michael Drake

Abstract


In looking to further understanding of how teacher-educators enhance their professional knowledge and expertise, this paper explores how involvement in a design-based study focused on implementing pedagogies of practice occasioned learning. Driven by our desire to prepare beginning teachers to do the work of ambitious mathematics teaching we explore the affordance and constraints when learning to enact cycles of enactment and investigation of public rehearsals within methods and school-based settings. The opening of practice-based spaces, involving rehearsals of practice-based mathematical activities, supported learning from and with our colleagues and prospective teachers. Collectively, collaboration and inquiry within practice-based setting occasioned new possibilities of being a teacher-educator; possibilities that are more inclusive and responsive to the diversity of our prospective teachers’ learning and to that of the students they will teach.


Keywords


teacher education; teacher educator learning; diverse learners; ambitious teaching; rehearsals of practice

References


Anthony, G. (2018). Practice-based initial teacher education: Developing inquiring professionals. In G. Kaiser, H. Forgasz, M. Graven, A. Kuzniak, E. Simmt, & B. Xu (Eds.), Invited Lectures from the 13th International Congress on Mathematics Education (pp. 1-18). Cham, Switzerland: Springer.

Anthony, G., Cooke, A., & Muir, T. (2016). Challenges, reforms, and learning in initial teacher education. In K. Maker & M. Goos (Eds.), Research in mathematics education in Australasia 2012-2015 (pp. 305-327). Singapore: Springer.

Anthony, G., Hunter, J., & Hunter, R. (2015a). Prospective teachers’ development of adaptive expertise. Teaching and Teacher Education, 49, 108-117.

Anthony, G., Hunter, J., & Hunter, R. (2015b). Supporting prospective teachers to notice students' mathematical thinking through rehearsal activities. Mathematics Teacher Education and Development, 17(2), 7-24.

Anthony, G., Hunter, R., Anderson, D., Averill, R., Drake, M., Hunter, J., & Rawlins, P. (2015). Learning the work of ambitious mathematics teaching. Wellington: New Zealand Council of Educational Research.

Averill, R., Anderson, D., & Drake, M. (2015). Developing culturally responsive teaching through professional noticing within teacher educator modelling. Mathematics Teacher Education and Development, 17(2), 64-83.

Averill, R., Drake, M., Anderson, D., & Anthony, G. (2016). The use of questions within in-the-moment coaching in initial mathematics teacher education: Enhancing participation, reflection, and co-construction in rehearsals of practice. Asia-Pacific Journal of Teacher Education, 44(5), 1-18.

Beltramo, J. L. (2017). Developing adaptive teaching practices through participation in cogenerative dialogues. Teaching and Teacher Education, 63, 326-337.

Bohle Carbonell, K., Stalmeijer, R. E., Könings, K. D., Segers, M., & van Merriënboer, J. J. G. (2014). How experts deal with novel situations: A review of adaptive expertise. Educational Research Review, 12, 14-29. Doi: 10.1016/j.edurev.2014.03.001

Bronkhorst, L. H., Meijer, P. C., Koster, B., & Vermunt, J. D. (2011). Fostering meaning-oriented learning and deliberate practice in teacher education. Teaching and Teacher Education, 27(7), 1120-1130.

Bryk, A. S. (2015). 2014 AERA distinguished lecture: Accelerating how we learn to improve. Educational Researcher, 44(9), 467-477.

Cochran-Smith, M., Villegas, A. M., Abrams, L., Chavez-Moreno, L., Mills, T., & Stern, R. (2015). Critiquing teacher preparation research: An overview of the field, Part II. Journal of Teacher Education, 66(2), 109-121.

Drake, M. (2016). Learning to coach in practice-based teacher education: A self-study Studying Teacher Education, 12(3), 244-266.

Engeström, Y. (2001). Expansive learning at work: Towards an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156.

Even, R. (2014). Challenges associated with the professional development of didacticians. ZDM, 46(2), 329-333.

Ghousseini, H., & Herbst, P. (2016). Pedagogies of practice and opportunities to learn about classroom mathematics discussions. Journal of Mathematics Teacher Education, 19(1), 79-103.

Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45(1), 184-205.

Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re-imagining teacher education. Teachers and Teaching: Theory and Practice, 15(2), 273-289.

Hunter, R., Hunter, J., Bills, T., & Thompson, Z. (2016). Learning by leading: Dynamic mentoring to support culturally responsive mathematical inquiry communities. In B. White, M. Chinnappan, & S. Trenholm, (Eds.), Opening up mathematics education research (Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia), (pp. 59–73). Adelaide: MERGA.

Kazemi, E., & Wæge, K. (2015). Learning to teach within practice-based methods courses. Mathematics Teacher Education and Development, 17(2), 125-145.

Kazemi, E., Franke, M., & Lampert, M. (2009). Developing pedagogies in teacher education to support novice teachers' ability to enact ambitious instruction. In R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing divides: Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia (pp. 11-29). Wellington: MERGA.

Kazemi, E., Ghousseini, H., Cunard, A., & Turrou, A. C. (2016). Getting inside rehearsals: Insights from teacher educators to support work on complex practice. Journal of Teacher Education, 67(1), 18-31.

Kelchtermans, G., Smith, K., & Vanderlinde, R. (2017). Towards an ‘international forum for teacher educator development’: an agenda for research and action. European Journal of Teacher Education, 41(1) 1-14.

Knight, S. L., Lloyd, G. M., Arbaugh, F., Gamson, D., McDonald, S. P., & Nolan, J. (2014). Professional development and practices of teacher educators. Journal of Teacher Education, 65(4), 268-270.

Lampert, M., & Graziani, F. (2009). Instructional activities as a tool for teachers' and teacher educators' learning. The Elementary School Journal, 109(5), 492-509.

Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Turrou, A. C., Beasley, H., . . . Crowe, K. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64(3), 226-243.

Lampert, M., Ghousseini, H., & Beasley, H. (2015). Positioning novice teachers as agents in learning teaching. In L. Resnick, C. Asterhan, & S. Clarke (Eds.), Socializing intelligence through academic talk and dialogue (pp. 363-374). American Educational Research Association.

Loughran, J. (2014). Professionally developing as a teacher educator. Journal of Teacher Education, 65(4), 271-283.

McDonald, M., Kazemi, E., Kelley-Petersen, M., Mikolasy, K., Thompson, J., Valencia, S. W., & Windschitl, M. (2014). Practice makes practice: Learning to teach in teacher education. Peabody Journal of Education, 89(4), 500-515.

McKenney, S., & Reeves, T. C. (2014). Educational design research. In Handbook of Research on Educational Communications and Technology (pp. 131-140). Mahwah, NJ: Springer.

Meierdirk, C. (2016). Is reflective practice an essential component of becoming a professional teacher? Reflective Practice, 17(3), 369-378.

Meijer, M.-J., Kuijpers, M., Boei, F., Vrieling, E., & Geijsel, F. (2017). Professional development of teacher-educators towards transformative learning. Professional Development in Education, 43(5), 819-840.

Ministry of Education. (2011). Tātaiako: Cultural competencies for teachers of Māori learners. Wellington, New Zealand: Author. Retrieved from http://www.teacherscouncil.govt.nz/required/tataiako.stm

Mueller, A., & Skamp, K. (2003). Teacher candidates talk: Listen to the unsteady beat of learning to teach. Journal of Teacher Education, 54(5), 428-440.

O'Neill, J., & Snook, I. (2015). What will public education look like in the future and why? New Zealand Journal of Educational Studies, 50(2), 195-209.

Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376-407.

Ord, K., & Nuttall, J. (2016). Bodies of knowledge: The concept of embodiment as an alternative to theory/practice debates in the preparation of teachers. Teaching and Teacher Education, 60, 355-362.

Parker, M., Patton, K., & O'Sullivan, M. (2016). Signature pedagogies in support of teachers’ professional learning. Irish Educational Studies, 35(2), 137-153.

Peercy, M. M. (2014). Challenges in enacting core practices in language teacher education: A self-study. Studying Teacher Education, 10(2), 146-162.

Roth, W., & Radford, L. (2011). A cultural-historical perspective on mathematics teaching and learning. Rotterdam: Sense.

Singer-Gabella, M., Stengel, B., Shahan, E., & Kim, M.-J. (2016). Learning to leverage student thinking: What novice approximations teach us about ambitious practice. The Elementary School Journal, 116(3), 411-436.

Thompson, N., & Pascal, J. (2012). Developing critically reflective practice. Reflective Practice, 13(2), 311-325.

Tobin, K., & Roth, W. M. (2005). Implementing coteaching and cogenerative dialoguing in urban science education. School Science and Mathematics, 105(6), 313-322.

Wenger, E., & Wenger-Trayner, B. (2015). Introduction to communities of practice. Retrieved from: http://wenger-trayner.com/introduction-to-communities-of-practice/.

Wetzel, A. P., De Arment, S. T., & Reed, E. (2015). Building teacher candidates’ adaptive expertise: engaging experienced teachers in prompting reflection. Reflective Practice, 16(4), 546-558.

Windschitl, M. A., & Stroupe, D. (2017). The three-story challenge. Journal of Teacher Education, 68(3), 251-261.

Windschitl, M., Thompson, J., & Braaten, M. (2011). Ambitious pedagogy by novice teachers: Who benefits from tool-supported collaborative inquiry into practice and why? Teachers College Record, 113(7), 1311-1360.

Zeichner, K. (2012). The turn once again toward practice-based teacher education. Journal of Teacher Education, 63(5), 376-382.


Full Text: PDF

Refbacks

  • There are currently no refbacks.