ERIC Number: EJ1077929
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 79
Disruptive Design in Pre-Service Teacher Education: Uptake, Participation, and Resistance
Anderson, Janice L.; Justice, Julie E.
Teaching Education, v26 n4 p400-421 2015
This paper begins the exploration of disruption as an analytical construct that allows for the investigation of how individual learning and changes in local practice mutually influence the other within a purposefully designed learning context. We seek to describe the types of learning experiences that emerged using disruptive pedagogies and tools within a series of methods courses in an undergraduate elementary teacher education program. The intent of the designed context was to disrupt the traditional practices of teacher education courses by creating a participatory environment where students participated in the creation of course content through their engagement with social media and each other. We define disruption as an innovation that requires students to challenge or change their epistemologies and participation in their learning. This paper addresses a designed disruption that was created in the context of an elementary methods course. The results demonstrated diverse consequences for participants, their activity, and our understanding of their learning. These findings provide a starting point for examining the implications of disruptive practices within pre-service teacher education programs.
Descriptors: Preservice Teacher Education, Learning Experience, Methods Courses, Undergraduate Students, Elementary School Curriculum, Social Media, Instructional Innovation, Curriculum Design, Social Networks, Transcripts (Written Records), Interviews, Epistemology, Communities of Practice, Resistance to Change, Teaching Methods, Educational Change, Educational Practices, Instructional Effectiveness
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Authoring Institution: N/A