10 SES 06 A, Professional Identity & Teacher Identity: Motivations
Aim and purposes
It is important to try to clarify critical aspects of competence in teaching to develop the understanding of and to improve teaching and education. The education of teachers is strategic in reaching such clarification and improvement.
This study investigates critical aspects of competence in teaching and learning to teach as experienced by teacher students in practice parts of teacher education. The focus is on what teacher students experience as critical in critical events occurring during their teaching practice, and if and how they focus on the relation between teaching and pupil learning, critical from a theoretical educational perspective. The question focused is what those experiences of the events tell about the students’ teaching competence and their learning to teach, and about teaching competence in principle and more generally.
A research orientation inspiring the present project and focusing on critical aspects of teaching and learning is phenomenography (Svensson 2016). This research tradition has been focusing on pupils understanding of subject matter, what are critical aspects of subject matter, and teachers’ way of dealing with critical aspects of subject matter. Teaching has been especially in focus in what has been called ‘learning studies’ focusing on necessary conditions for pupils’ learning of well defined subject matter content (Marton & Tsui, 2004; Marton, 2014). This research is focusing on critical differences in the presentation of and the understanding of subject matter.
It is important to, in combination with a focus on subject matter presentation and understanding, also consider other qualities of the support of learning and of learning. Teachers’ and pupils’ approach to and understanding of subject matter forms part of a context involving more aspects than only subject matter and knowledge aspects. Such aspects are ethical, moral, affective, emotional, interest, engagement and more aspects. Even if different investigations are restricted to focusing some aspects one has to consider how those form part of a bigger context ((Dash, 2009; Doumas, 2011).
In recent research on teaching it is common to talk about events and critical events (Akinbode, 2013; Bruster & Peterson, 2013; Longfield, 2009; Woods, 1993). The investigation suggested here builds on the idea that investigating critical events is a specially relevant and fruitful way to clarify teacher competence and learning to teach.
Akinbode, A. (2013). Teaching as Lived Experience: The value of exploring the hidden and emotional side of teaching through reflective narratives. Studying Teacher Education: A journal of self-study of teacher education practices, Vol 9(1), pp. 62-73. DOI: 10.1080/17425964.2013.771574 Bruster G., B. & Peterson R., B. (2013). Using critical incidents in teaching to promote reflective practice. Reflective Practice: International and Multidisciplinary Perspectives. Vol. 14(2), pp. 170-182, DOI: 10.1080/14623943.2012.732945 Dash, I. (2009). Flexibility in knowing school mathematics in the contexts of a Swedish and an Indian school class. Diss. Lunds universitet, Pedagogiska institutionen. Doumas, K. (2011). Students’ experiences and perceptions of good teaching practice. Diss. Lunds Universitet, Sociologiska institutionen, Avdelningen för Pedagogik. Longfield, J. (2009). Discrepant Teaching Events: Using an Inquiry Stance to Address Students’ Misconceptions. International Journal of Teaching and Learning in Higher Education. Vol. 21(2), pp. 266-271. Marton, F. & Tsui, A. (2004). Classroom Discourse and the Space of Learning. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers. Marton, F. (2014). Necessary conditions of learning. NY: Routledge Svensson, L. & Doumas, K. (2013). Contextual and Analytic Qualities of Research Methods Exemplified in Research on Teaching. Qualitative Inquiry, vol. 19(6), pp 441-450. Svensson, L. (2016). Towards an integration of research on teaching and learning. Scandinavian Journal of Educational Research. Vol 60(3), pp. 272-285. Woods, P. (1993). Critical events in education. British Journal of Sociology of Education. Vol. 14(4) pp. 355-371.
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
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Network 12. LISnet - Library and Information Science Network
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Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
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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
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