10 SES 02 A, Professional Knowledge & Teacher Identity: Ways of knowing
A study of professional ethics in teacher education indicated that student teachers in their didactic plans mostly did not attend to ethics (Cronqvist, 2015) and therefore, a new didactic model could be needed. A didactic model called Didethics was created theoretically in order to visualize ethical aspects of teaching. Since ethics is embedded in all teaching, it is crucial to pay attention to ethics in planning, but also in implementation and follow-up, which the model does. The theoretical model Didethics was tried in practice in combination with videopapers, a multimodal text covering selected recorded video sequences with associated reflective texts. During student teachers´ school-based education they were filming some sequence when they were acting and then chose different clips and reflected on them in a paper. As a follow-up on campus, student teachers showed their clips and told about their reflections. As part of the work, student teachers were asked to use the clips to reflect on didactic questions from the model and the function of the model as a tool. The aim of this study is to try how the theoretically created didactic model, Didethics, functions in practice to visualize ethics. Student teachers´ videopapers are analyzed in order to find answers to the following questions:
- How do student teachers use the model?
- How does the model affect the expressions of ethics, implicit and explicit?
- How do student teachers experience the didactic model, Didethics, in the education of children?
- How do student teachers experience the didactic model, Didethics, in their own learning?
Previous research on teacher education and students´ learning, relevant to the need to make ethics in teaching visible, is about the importance of students´ dispositions and earlier experiences in teacher education (Schussler & Knarr, 2013; Johnson, 2008; Sockett, 2009; Dottin, 2009).There seems to be a lack of attention to how dispositions and previous understandings influence education and the shaping of professional role. Researchers demand a teacher education that systematically attends to students´self-consciousness about what values they express and their judgment in context (Schussler, Stooksberry & Bercaw, 2010). Values verbalized by students are not always aligned to how they act in context (Johnson, 2008). They often enact values unaware of how children perceive their actions and therefore, self-awareness need to be supported (Schussler & Knarr, 2013).
Lazarus & Olivero (2009) state that “videopapers are multimedia documents that integrate and synchronise video, images and text in one non-linear, cohesive document” (p 256). The combination of words and acting, seeing and verbalizing can be a useful tool in teacher education in order to visualize and make explicit tacit knowledge (Smith & Krumsvik, 2007). Ethics of teaching is often mentioned as tacit knowledge, both difficult to notice in actions and to verbalize. Therefore, the combination of the didactic model and videopaper is interesting to try. Previous research in the area of teacher education has shown that videopapers can lead to increased reflection among the involved participants (Almås & Krumsvik, 2008; Smith & Krumsvik, 2007). They can also help bridging theory and practice (Lazarus & Olivero, 2009). In this study, videopaper is used as empirical data to examine how the didactic model, Didethics functions in order to visualize ethics. The ability of videopapers to represent practice is highly interesting.
The combination of videopapers and the didactic model, Didethics, to visualize ethics in teaching, to find different strategies to support reflection and to bridge the gap between theory and practice makes the study most relevant to development of teacher education internationally.
Almås, A. G. & Krumsvik, R. (2008). Teaching in Technology-Rich Classrooms: is there a gap between teachers´ intentions and ICT practices? Research in Comparative and International Education, 3(2),103-121 Cronqvist, M. (2015). Yrkesetik i lärarutbildning - en balanskonst. Diss. Göteborg : Göteborgs universitet, 2015. Göteborg. Tillgänglig på Internet: http://hdl.handle.net/2077/38771 Dahlberg, K., Dahlberg, H. & Nyström, M. (2008). Reflective life world research. 2. ed. Lund: Studentlitteratur. Dottin, E. S. (2009). Professional judgment and dispositions in teacher education, Teaching and teacher education 25(1), 83-88. Johnson, L. E. (2008). Teacher candidate disposition: moral judgement, or regurgitation? Journal of moral education 37(4), 429-444. Lazarus E. & Olivero F. (2009). Videopapers as a tool for reflection on practice in initial teacher education, Technology, Pedagogy and Education, 18(3), 255-267 Schussler, D.L., Stooksberry, L. M. & Bercaw, L. A. (2010). Understanding Teacher Candidate Dispositions: Reflecting to Build Self-Awareness. Journal of Teacher Education, 61(4), 350-363. Schussler, D., & Knarr, L. (2013). Building awareness of dispositions: enhancing moral sensibilities in teaching, Journal of Moral Education, 42(1), 71-87. Smith, K. & Krumsvik, R. (2007). Video Papers – a Means for Documenting Practioners´ Reflections on Practical Experiences: the story of two teacher educators, Research in Comparative and International Education, 2(4), 272-282 Sockett, H. (2009). Dispositions as Virtues: The Complexity of the Construct, Journal of Teacher Education, 60(3), 291-303.
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