Collaborative teacher educator reflection as an approach to (re)designing a mathematics education assessment task
Keywords:assessment, teacher education, peer learning team, self-study, mathematics education
(Re)designing mathematics assessment tasks that prepare pre-service teachers for teaching and offer learning opportunities for developing pedagogical practice is a challenging endeavour for teacher educators. Collaborative, reflexive peer learning teams provide expertise and support in advancing effective curriculum work, such as assessment tasks. This case study sheds light on the impact of self-study to facilitate changes in curriculum work and improve learning outcomes for pre-service teachers and teacher educators, thus, is worthy of further exploration.
Australian Institute for Teaching and School Leadership. (2011). Australian Professional Standards for Teachers. Carlton South, VIC, Education Services Australia. Available from: https://www.aitsl.edu.au/teach/standards
Barnes, D. (1998). Foreword: looking forward: The concluding remarks at the castle conference. In M. L. Hamilton, S. Pinnegar, T. Russell, J. Loughran, & V. LaBoskey (Eds.), Reconceptualizing teaching practice: Self-study in teacher education (pp. ix–xiv). London, UK: Falmer Press.
Barnett, R., & Coate, K. (2005). Engaging the Curriculum in Higher Education. Maidenhead, Berkshire: Open University Press and The Society for Research into Higher Education.
Berliner, D. C. (1987). Ways of Thinking About Students and Classrooms by More and Less Experienced Teachers. In J. Calderhead (Ed.), Exploring Teachers' Thinking (pp.60-83). London: Cassell Educational Limited.
Boshuizen, H. P. A., Bromme, R., & Gruber, H. (Eds.). (2004). Professional Learning: Gaps and Transitions on the Way from Novice to Expert. Dordrecht, The Netherlands: Kluwer Academic Publishers.
Bouckaert, M., & Kools, Q. (2018). Teacher educators as curriculum developers: exploration of a professional role. European Journal of Teacher Education, 41(1), 32-49.
Britzman, D. P. (2003). Practice Makes Practice: a critical study of learning to teach (revised ed.). Albany: State University of New York Press.
Brody, D. L. & Hadar, L. L. (2018). Critical moments in the process of educational change: understanding the dynamics of change among teacher educators. European Journal of Teacher Education 41(1), 50-65.
Byrne, J., Brown, H., & Challen, D. (2010). Peer development as an alternative to peer observation: A tool to enhance professional development. International Journal for Academic Development, 15(3), 215–228.
Clandinin, D. J., & Connelly, F. M. (1995). Teachers’ professional knowledge landscapes. New York: Teachers College Press.
Clarà, M. (2015). What Is Reflection? Looking for Clarity in an Ambiguous Notion. Journal of Teacher Education, 66(3), 261–271.
Cochran-Smith, M., Feiman-Nemsar, S., & McIntyre, D. J. (Eds.). (2008). Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts (3rd ed.). New York and London: Routledge, Taylor & Francis Group and the Association of Teacher Education.
Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do. San Francisco: Jossey-Bass, sponsored by the National Academy of Education.
Day, C. (1999). Developing Teachers: The Challenges of Lifelong Learning. London: Falmer Press.
Dewey, J. (1933). How We Think A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston, MA D.C. Heath & Co Publishers.
Elbaz, F. (1991). Teachers as curriculum workers: teacher collegiality in Israel, The Curriculum Journal, 2(3), 335-46.
Eri, R. (2014). Peer observation of teaching: Reflections of an early career academic. Universal Journal of Educational Research, 2(9), 625–631.
European Commission. (2013). Supporting Teacher Educators for better learning outcomes. Brussels: European Commission.
Fawns, R. (2008). Idealism and Materialism in the Culture of Teacher Education: The Mythopoetic Significance of Things. In T. Leonard, & P. Willis (Eds.), Pedagogies of the Imagination, Dordrecht: Springer.
Goos, M., Dole, S., & Makar, K. (2007). Designing Professional Development to Support Teachers' Learning in Complex Environments. Mathematics Teacher Education and Development, 8(2), 23–47.
Jacobs, R. (2010). Teaching in the white spaces. [online blog] http://educationinnovation.typepad.com/ my_weblog/2010/04/ teaching-in-the-white-spaces.html
Korthagen, F. (2016). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and Teaching: theory and practice, 23(4), 387-405
Korthagen, F. & Vasalos, A. (2005). Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice, 11(1), 47-71.
Korthagen, F. A. J., Kessels, J., Koster, B., Lagerwerf, B., & Wubbels, T. (2001). Linking Practice and Theory: The Pedagogy of Realistic Teacher Education. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Lieberman, A., & Miller, L. (1999). TEACHERS - Transforming Their World and Their Work. New York: Teachers College Press in conjunction with ASCD.
Loughran, J. (2010). What Expert Teachers Do: Enhancing professional knowledge for classroom practice. Crows Nest, NSW: Allen & Unwin.
Loughran, J. (2014). Professionally Developing as a Teacher Educator. Journal of Teacher Education, 65(4), 271 –283.
Loughran, J. J., Hamilton, M. L., LaBoskey, V. K., & Russell, T. (Eds.). (2004 ). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht, The Netherlands: Springer.
Lunenberg, M., Dengerink, J., & Korthagen, F. (Eds.). (2014). The Professional Teacher Educator: Roles, Behaviour, and Professional Development of Teacher Educators (Vol. 13). Rotterdam: Sense Publishers.
Merriam, S. (1988). Case study research in education: A qualitative approach. San Francisco: Jossey-Bass.
Orgill, M. (2012). Variation theory. In N. Seel (Ed.), Encyclopedia of the Sciences of Learning, (pp. 2608-2611). New York, NY: Springer.
Pickering, J., Daly, C., & Pachler, N. (Eds.). (2007). New Designs for Teachers' Professional Learning. London: Institute of Education, University of London.
Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), 155-169.
Russell, T., & Martin, A. K. (2017). Reflective Practice: Epistemological Perspectives on Learning from Experience in Teacher Education. In R. Brandenburg, K. Glasswell, M. Jones, & J. Ryan (Eds.), Reflective Theory and Practice in Teacher Education (pp. 27-47). Singapore: Springer.
Samaras, A. P. (2011). Self-study teacher research: improving your practice through collaborative inquiry. Los Angeles: SAGE.
Samaras, A. P., & Freese, A. R. (2009). Looking back and looking forward: An historical overview of the self-study school. In C. A. Lassonde, S. Galman, & C. Kosnik (Eds.), Self-study research methodologies for teacher educators (pp. 3–20). Rotterdam: Sense.
Schiro, M. S. (2013). Curriculum theory: Conflicting visions and enduring concerns, 2nd edn, Los Angeles: SAGE Publications.
Schön, D. A. (1983). The Reflective Practitioner: How Professionals think in action (reprinted in 2006 ed.). Hants, England:Arena, Ashgate Publishing.
Schön, D. A. (1987). Educating the Reflective Practitioner. San Francisco: Jossey-Bass Publishers.
Schön, D. A. (1995). Knowing-In-Action: The New Scholarship Requires a New Epistemology. Change 27(6), 27-34.
Shulman, L. S., & Shulman, J. H. (2004). How and what teachers learn: a shifting perspective. Journal of Curriculum Studies, 36(2), 257-271.
Superfine, A. C. & Li, W. (2014). Exploring the Mathematical Knowledge Needed for Teaching Teachers. Journal of Teacher Education, 65(4), 303-314.
Tripp, D. (1993). Critical Incidents in Teaching. Developing Professional Judgement. London: Routledge.
Vanassche, E., & Kelchtermans, G. (2015). The state of the art in self-study of teacher education practices: A systematic literature review. Journal of Curriculum Studies, 47(4), 508–528.
Willis, J., & Cowie, B. (2014). 'Assessment as a Generative Dance: Connecting Teaching, Learning and Curriculum. In C. Wyatt-Smith, V. Klenowski, & P. Colbert (Eds.), Designing Assessment for Quality Learning, Dordrecht: Springer.
Wilson, A. (2013). Embedding peer observation. Independence, 38(2), 46.
Yin, R.K., (1984). Case Study Research: Design and Methods. Beverly Hills, CA: Sage Publications.
Zeichner, K. (2005). Becoming a teacher educator: a personal perspective. Teaching and Teacher Education, 21(2), 117–124.
Zeichner, K. M., & Liston, D. P. (1996). Reflective Teaching: An Introduction. Mahwah, New Jersey: Lawrence Earlbaum Associates.