ERIC Number: EJ1028761
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1941-5257
EISSN: N/A
Tensions between Theory and Practice: Interrogating Our Pedagogy through Collaborative Self-Study
Petrarca, Diana; Bullock, Shawn Michael
Professional Development in Education, v40 n2 p265-281 2014
This qualitative study explored how two early-career teacher educators analysed and challenged pedagogical approaches within their curriculum methods courses via the collaborative self-study methodology. Our critical friendship revealed similar problems of enactment and tensions in our pedagogies of teacher education, despite the differences in both the curriculum methods course content area and division focus (i.e. elementary and secondary education). The self-study also provided a structured opportunity to reflect critically upon the unique pedagogical issues embedded within pre-service teacher education programmes. Our central conclusion is that, as new teacher educators, we struggle to overcome the same problem of enactment as the teacher candidates we teach.
Descriptors: Qualitative Research, Preservice Teacher Education, Teacher Education Programs, Teacher Educators, Teaching Methods, Friendship, Methods, Course Content, Theory Practice Relationship, Attitude Change, Reflection, Foreign Countries, Semi Structured Interviews, Student Attitudes, Teacher Attitudes
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A