This book, an inaugural publication from the Australian Teacher Education Association (ATEA), Teacher Education: Innovation, Intervention and Impact is both a product of, and seeks to contribute to, the changing global and political times... more
This book, an inaugural publication from the Australian Teacher Education Association (ATEA), Teacher Education: Innovation, Intervention and Impact is both a product of, and seeks to contribute to, the changing global and political times in teacher education research. This book marks an historically significant shift in the collective work and outreach of the Australian Teacher Education Association (ATEA) as it endeavours to become an even more active contributor to a research-rich foundation for initial teacher education and to a research-informed teaching profession. The book showcases teacher education research and scholarship from a wide range of institutional collaborations across Australia. Studies highlight the multiple ways in which teacher education researchers are engaging with students, teachers, schools and communities to best prepare future teachers. It informs both teacher education policy and practice and is ‘a must read’ for those engaged in the education community. Above all it marks a shift for teacher educators to build a research rich teaching profession.
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While Nash (2004) was writing about the ethics of scholarly personal narrative (SPN), his argument that ethics is lived “mostly backward, not forward” (p. 135) highlights the inherent challenges when considering issues of ethics in... more
While Nash (2004) was writing about the ethics of scholarly personal narrative (SPN), his argument that ethics is lived “mostly backward, not forward” (p. 135) highlights the inherent challenges when considering issues of ethics in self-study research. While we might seek to identify ethical tensions, issues and dilemmas in advance, as we see from the contributions in this volume, the consideration of ethics is a dynamic, emergent and reflective process. In this chapter, we frame ethics in self-study research as a “wicked problem” (Rittel & Webber, 1973), and we draw on the international perspectives in this book to present a thematic analysis of the contributions within the volume. In doing so, we identify the concepts and discourses associated with ethics in self-study that are dominant, present those that are silent or marginalised and offer suggestions for future research.
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This article examines the genesis, development and implementation of an interdisciplinary university cross-school research group (three individual schools) at Federation University in Australia. This CSRG is a consequence of both local... more
This article examines the genesis, development and implementation of an interdisciplinary university cross-school research group (three individual schools) at Federation University in Australia. This CSRG is a consequence of both local and national calls for interdisciplinarity in university research and a direct response to the revised Strategic Goals and Policy document at Federation University. Using a conceptual framework based on a treatise by Jürgen Habermas (The theory of communicative action, Beacon Press, 1987) incorporating three socio-political levels (Lifeworld, Steering Media and Systems), we examined the ideals, processes and challenges in setting up an interdisciplinary research group within a traditional disciplinary-based university environment. Drawing on multiple data sets composed of member survey responses and interviews, email communication, online meetings, policy documents and co-leader feedback, we identified key resonant themes focussing on academic aspirat...
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Across the world, many university-based early career researchers (ECRs) are experiencing an unprecedented intensification of research expectations on transition from doctoral research to academic life. Countries such as Australia have put... more
Across the world, many university-based early career researchers (ECRs) are experiencing an unprecedented intensification of research expectations on transition from doctoral research to academic life. Countries such as Australia have put into place national frameworks of research excellence to remain globally competitive. Pressure on universities to elevate global research rankings has soared, with many regional universities and disciplines such as education responding with a rapid escalation of research performance expectations for academics. Consequently, concerns have been raised for ECRs embroiled in intensified research agendas in these contexts. Framed by concepts of liminality and identity construction, we argue that intensified expectations do not take account of liminality experienced by ECRs during times of transition, compromising perceived academic progress. We report on the identity journeys of ECRs in a School of Education at one regional Australian university. Data w...
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This chapter advances the contention raised throughout the book, that reflective practice, despite its pervasiveness in teaching and teacher education, is often applied to a wide range of distinct, and sometimes incongruent practices. In... more
This chapter advances the contention raised throughout the book, that reflective practice, despite its pervasiveness in teaching and teacher education, is often applied to a wide range of distinct, and sometimes incongruent practices. In this chapter, the work of the authors contributing to this volume is drawn upon, alongside extant literature in the field, to examine what is meant by “reflective practice” and what forms of reflective practice are appropriate for whom, and when. Consideration is also given to who and what is driving the reflective practice agenda evident in teaching and teacher education, globally. The implications for teacher education and teacher professional learning of these considerations is examined, and a call for less politicized and more authentic and transformative approaches to reflective practice and its concomitant outcomes is argued.
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This paper explores how data can shape and enhance mathematics learning and teaching in an initial teacher education Learning and Teaching Mathematics Course for First Bachelor of Education Students in a Regional University. The... more
This paper explores how data can shape and enhance mathematics learning and teaching in an initial teacher education Learning and Teaching Mathematics Course for First Bachelor of Education Students in a Regional University. The implementation of a ‘ data praxis’ approach to research, required the development of a custom-designed suite of data gathering tools and approaches to inform our mathematics teaching and enhance pre-service teacher mathematical learning, underpinned the conduct of the study. Praxis required the teacher educators to constantly and systematically interact with the data sets and refine the pedagogical approaches to mathematics teaching and learning. The results of this research highlight the gains that students made and the challenges for teacher educators who choose a data based approach.
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Self-study of teacher education practices is aimed at improvement of teacher education. Given the need identified in the literature for reform in mathematics education, self-study serves an important role in supporting teacher educators... more
Self-study of teacher education practices is aimed at improvement of teacher education. Given the need identified in the literature for reform in mathematics education, self-study serves an important role in supporting teacher educators to reflect on and enhance their practice. This chapter analyzes the literature concerning self-study in this area. It identifies and discusses the range of articles, chapters, and conference proceedings that consider the self-study of teacher education practices in mathematics education. The chapter begins with an overview of existing issues discussed in mathematics education research and then moves to an examination of the contributions of self-study to resolving such issues. The chapter provides an analysis of the processes used to identify self-studies in this area. The value of self-study in mathematics teacher education is articulated. Four themes are considered: challenging beliefs, pedagogical approaches and methods, collaboration, and mathematics educators’ journeys. Studies are grouped under these themes, and their contributions to the themes are identified. Approaches used by authors are discussed, and limitations of the studies are noted. Suggestions for future self-study research in mathematics teacher education are suggested
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Research Interests: Sociology and Psychology
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Self-study is an emerging methodology in researching teacher education, and central to the practice of self-study researchers is reflection in and on teaching and learning. Studies are predominantly qualitative and methods include field... more
Self-study is an emerging methodology in researching teacher education, and central to the practice of self-study researchers is reflection in and on teaching and learning. Studies are predominantly qualitative and methods include field notes, interviews, journal writing, surveys and observations. While excerpts of talk are used in reports of self-study, the use of transcription and transcripts is under-addressed in considerations of self-study methods. This paper considers how transcription informed a self-study. Reflection on the approach ...
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This paper is an account of one aspect of a self-study—the ‘roundtable reflections’—conducted over two semesters with two cohorts of Bachelor of Education preservice teachers at the University of Ballarat. An innovative approach to... more
This paper is an account of one aspect of a self-study—the ‘roundtable reflections’—conducted over two semesters with two cohorts of Bachelor of Education preservice teachers at the University of Ballarat. An innovative approach to learning and teaching mathematics based on negotiation, ‘commuting’ teaching experience, and systematic reflection was introduced with each cohort and roundtable sessions provided the reflective space for the systematic ‘unpacking’ of the learning. Analysis of these roundtable sessions has developed understandings of the impact and effectiveness of this approach in redefining the role of both the pre-service teacher and the teacher educator as ‘co-learners’. The implications for those involved in teacher education are explored as a means of further understanding the nature of teaching and learning about teaching.
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This self-study focuses on a pedagogical approach designed with the explicit aim of introducing and connecting professional experience with systematic reflective practice in the form of roundtable reflections. Research previously... more
This self-study focuses on a pedagogical approach designed with the explicit aim of introducing and connecting professional experience with systematic reflective practice in the form of roundtable reflections. Research previously conducted with pre-service cohorts had shown that the university experience was generally perceived as theoretical, un (dis) connected and held minimal meaning in the pursuit of learning about the profession. Learning about teaching was about induction, imitation and the search for a “truth”( ...
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... more
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 ...
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This research poster introduces our research into the field of teacher education looking at visual and textual responses from Art Educators on the field of teacher education.
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Research Interests: Psychology and Tandem
The purpose of this chapter is twofold – first, to examine the ways in which critical incident identification and analysis can reveal more about the sophisticated complexity of teaching and, second, to provide an exemplar of reflective... more
The purpose of this chapter is twofold – first, to examine the ways in which critical incident identification and analysis can reveal more about the sophisticated complexity of teaching and, second, to provide an exemplar of reflective practice inquiry in teacher education based primarily on experience and reflection (Dewey J, How we think: a restatement of the relation of reflective thinking to the educative process. Henry Regenry Co., Chicago, 1933). In this chapter we examine the influence of using critical incident identification and analysis to reflect in and on our practice as teacher educators. Critical incidents were defined as incidents in our practice as teacher educators that caused us to pause and reflect on our work and were collated during an intense period of institutional change. Using self-study methodology, we collated and analysed 32 critical incidents and identified key themes including: the tensions evident in institutional and personal expectations, contrived versus organic collaboration and valuing the teacher as a researcher. In this chapter, we highlight the way the combination of a reflective inquiry lens, a research methodology (self-study of practice) and custom-designed strategies and tools highlights the practicalities and powerful influence of reflective practice.
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This book, an inaugural publication from the Australian Teacher Education Association (ATEA), Teacher Education: Innovation, Intervention and Impact is both a product of, and seeks to contribute to, the changing global and political times... more
This book, an inaugural publication from the Australian Teacher Education Association (ATEA), Teacher Education: Innovation, Intervention and Impact is both a product of, and seeks to contribute to, the changing global and political times in teacher education research. This book marks an historically significant shift in the collective work and outreach of the Australian Teacher Education Association (ATEA) as it endeavours to become an even more active contributor to a research-rich foundation for initial teacher education and to a research-informed teaching profession. The book showcases teacher education research and scholarship from a wide range of institutional collaborations across Australia. Studies highlight the multiple ways in which teacher education researchers are engaging with students, teachers, schools and communities to best prepare future teachers. It informs both teacher education policy and practice and is ‘a must read’ for those engaged in the education community. Above all it marks a shift for teacher educators to build a research rich teaching profession.
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It is a requirement for pre-service students in Initial Teacher Education programs in Australia to successfully complete a teaching performance assessment (TPA) before they graduate. This follows similar requirements in other... more
It is a requirement for pre-service students in Initial Teacher Education programs in Australia to successfully complete a teaching performance assessment (TPA) before they graduate. This follows similar requirements in other international contexts, particularly the United States, where standard-based assessment is also a focus. As members of the design team of a TPA, which was affirmed by a nationally appointed Expert Advisory Group in Australia, we examine the social processes contributing to the development of a high-stakes assessment task. Significant challenges emerged through the nature of the task and the responsibility developers had for ensuring validity and fairness, but also because the design team comprised of teacher educators from ten universities. Using collaborative self-study as a methodology we examine our reflexive narratives and find that collaborative leadership and key personal dispositions are at the heart of the design process. These enable us to identify, ex...
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The role of university-based mentors providing support for pre-service teachers (PSTs) on professional experience placements has long been an element of teacher education programs. These mentors often face challenging situations as they... more
The role of university-based mentors providing support for pre-service teachers (PSTs) on professional experience placements has long been an element of teacher education programs. These mentors often face challenging situations as they confront their own assumptions about teaching and learning, while also supporting PSTs who may be experiencing stressful placements in classrooms. In this article, we examine the learning undertaken by two teacher educators participating in a professional experience mentor ...
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The ethical practice underpinning self-study research has been addressed extensively in the literature of self-study of teacher education practices. Less attention has been paid to how researchers deal with ethical tensions and dilemmas... more
The ethical practice underpinning self-study research has been addressed extensively in the literature of self-study of teacher education practices. Less attention has been paid to how researchers deal with ethical tensions and dilemmas when they arise unexpectedly during self-study research. In this article, we examine how the extrapolation and examination of one critical incident in the process of conducting self-study research challenged our ethics as researchers and led us to new understanding and knowledge. Our focus is on the initial ...