10 SES 10 C, Giving Voice to Teacher Educators
The professional learning of teacher educators has become a topic of increasing interest in the past decade (Loughran, 2014). So much so that teacher educator professional learning is a current policy priority in the European Union (European Commission, Education and Training, 2013) who identify ‘competences in collaborating, communicating and making connections with other areas’ (p.16) as an important aspect of professional learning. Communication has also been identified as a core competence in the literature on teacher education (e.g., Koster & Dengerink, 2001; Loughran, 2006). In Ireland, the Teaching Council have also identified communication as a key competence suggesting that school-based teacher educators should ‘be good communicators, sensitive to the viewpoints of others’ (p.20).
While the importance of the relational in teaching is acknowledged, there are significant gaps in our understanding of how professional learning focused on communication skills is taken up by teacher educators in their teacher education practices. Professional learning of teachers and teacher educators is often situated within the structure of learning communities. The purpose of this research was to examine the professional learning experiences of individual teacher educators, within a community of learners, related to the area of communication and how this professional learning influenced their pedagogical practices with pre-service teachers. The specific research question guiding this paper is: What are teacher educators’ experiences of professional learning using photovoice methodologies?
Photo elicitation provides a model for collaborative research where participants can share their interpretations of their experiences through discussion of photographic images. We proposed that using photo elicitation provided an opportunity for participants to ‘show rather than ‘tell’ aspects of their identity that might have otherwise remained hidden’ (Croghan, Griffin, Hunter, & Phoenix, 2008, p.345). The use of photo voice methods with teacher educators in this research is innovative. Previously, photo voice and photo elicitation visual methodologies (Harper, 2002) have been used with children and teachers, but not with teacher educators. Therefore, this research can contribute to the literature by providing new insights on teacher educator learning within professional development experiences.
Theoretically the project is grounded in situated learning. Situated perspectives emphasize learning as a social process which takes place as individuals participate in a community (Greeno, Collins, & Resnick, 1996). These perspectives assume that knowledge is inseparable from the contexts and activities in which it develops. This contextual approach makes the situated perspective a compelling framework to study teacher educator learning. Lave and Wenger’s (1991) model of situated learning proposes that learning involves a process of engagement in a community of practice (COP). Learning within a COP requires a process of social participation emphasizing the relationship between knowledge and the situations in which it is acquired and used. In their definition, Kirk and Macdonald (1998) explain COPs as “any collectivity or group who together contribute to shared or public practices in a particular sphere of life” (p. 380). The value of COPs is that they allow for the joint construction of contextualized knowledge of practice through conversation and writing (Cochran-Smith & Lytle, 1999). Darling-Hammond and Bransford (2005) further conceptualize learning within a COP as cyclical, opposed to hierarchical, driven by a vision supported by understanding, practices, dispositions, tools. These recurring interrelationships provide coherence to teacher educator learning.
Braun, V., & Clarke, V. (2013). Successful Qualitative Research. London: Sage. Cochran-Smith, M., & Lytle, S.L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249–305. Croghan, R., Griffin, C., Hunter, J., & Phoenix, A. (2008). Young people's constructions of self: Notes on the use and analysis of the photo-elicitation methods. International Journal of Social Research Methodology, 11(4), 345-356. Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass. European Commission, Education and Training (2013). Supporting Teacher Educators for better learning outcomes. Retrieved October 1st 2014 from http://ec.europa.eu/education/policy/school/doc/support-teacher-educators_en.pdf. Greeno, G.J., Collins, A.M., & Resnick, L.B. (1996). Cognition in learning. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 15–41). New York: Macmillian. Harper, D. (2002). Talking about pictures: a case for photo elicitation. Visual studies, 17(1), 13-26. . Kirk, D., & Macdonald, D. (1998). Situated learning in physical education. Journal of Teaching in Physical Education, 17, 376–387. Koster, B., & Dengerink, J. (2001). Towards a professional standard for Dutch teacher educators. European Journal of Teacher Education, 24(3), 343-354. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. Lincoln, Y.S. and E.G. Guba. 1986. But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. In D.D. Williams, New Directions for Program Evaluation, Volume 30 (pp. 73-84). San Francisco, CA: Jossey-Bass. Loughran, J. (2014). Professionally developing as a teacher educator. Journal of Teacher Education, published online 28 April 2014. Loughran, J. (2006). Developing a pedagogy of teacher education: Understanding teaching and learning about teaching. New York: Routledge. O'Sullivan, M. (2014). Where We Go from Here: Developing Pedagogies for PETE and the Use of Self-Study in Physical Education and Teacher Education. In A. Ovens & T. Fletcher (Eds.), Self-Study in Physical Education Teacher Education Exploring the interplay of practice and scholarship (e book), Volume 13 (pp. 169-180). Dordrect: Springer. 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, published online 19 Jan 2015. Zeichner, K. (2007). Accumulating knowledge across self-studies in teacher education. Journal of Teacher Education, 58, 36-46.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.