Overview
- Examines the intricacies and taken-for granted assumptions about teaching and learning in pre-service teacher education
- Challenges the status-quo in teacher education
- Is a unique combination of data gathering tools (Roundtable Reflection guided by the ALACT reflection process; critical incident reports, and multiple perspectives tasks)
Part of the book series: Self-Study of Teaching and Teacher Education Practices (STEP, volume 6)
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Table of contents (10 chapters)
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Front Matter
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Researching Teaching in Teacher Education
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Front Matter
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Powerful Pedagogy
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Front Matter
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Back Matter
Keywords
About this book
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.
Reviews
“An important methodological innovation is her particular method for using assumptions. Her strategy of “assumption hunting” and “assumption unpacking” are new and insightful tools for self-study scholars that can help researchers move from local knowledge to knowledge that can inform the discipline of teacher education learning.
Robyn’s use of Roundtable Reflection guided by the ALACT reflection process, her critical incident reports, and her multiple perspectives tasks are tools that should become part of the methodological toolbelt of any scholar attempting self-study research.” Professor Stefinee Pinnegar, Brigham Young University, USA
“There are few studies that explore the teacher educator’s experience from this intimate, qualitative position, particularly in regard to the interaction between the teacher educator and the teacher education students. Still fewer studies explore the teaching of mathematics. This combination of important issues with this particular methodology suggest that this work will be a strong contribution to the knowledge base.” Professor M. Hamilton, Kansas University, USA
“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)
Authors and Affiliations
Bibliographic Information
Book Title: Powerful Pedagogy
Book Subtitle: Self-Study of a Teacher Educator’s Practice
Authors: Robyn Brandenburg
Series Title: Self-Study of Teaching and Teacher Education Practices
DOI: https://doi.org/10.1007/978-1-4020-8196-5
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media B.V. 2008
Hardcover ISBN: 978-1-4020-8195-8Published: 20 March 2008
Softcover ISBN: 978-90-481-7802-5Published: 22 November 2010
eBook ISBN: 978-1-4020-8196-5Published: 19 March 2008
Series ISSN: 1875-3620
Series E-ISSN: 2215-1850
Edition Number: 1
Number of Pages: XXVI, 209
Topics: Teaching and Teacher Education, Mathematics Education, Higher Education