- Title
- Experienced teacher educators hunting assumptions to examine their pedagogy : an international collaborative study
- Creator
- Brandenburg, Robyn; Garbett, Dawn; Ovens, Alan; Thomas, Lynn
- Date
- 2023
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/193156
- Identifier
- vital:18126
- Identifier
-
https://doi.org/10.3389/feduc.2022.1036718
- Identifier
- ISSN:2504-284X (ISSN)
- Abstract
- The research presented in this article focuses on an international collaboration conducted by four experienced teacher educators who used assumption identification and examination to advance pedagogical practice. It describes and examines how teacher educators deliberately undertook reflective practices to inform and enhance teaching. Four vignettes are described and analyzed—Practica woes and Modelling practice—and examined using the simple, complicated, and complex teaching framework. The key outcomes include the impact and role of assumption definition, identification, and examination as powerful reflective tools. Researching practice in teacher education is an effective way to advance pedagogical knowledge and practice and a disposition of inquiry is necessary to enhance knowledge at all stages of teacher educator experience. This international collaboration highlights the importance of problematizing teaching, continually inquiring into and interrogating practice and grasping the teachable moments. Copyright © 2023 Brandenburg, Garbett, Ovens and Thomas.
- Publisher
- Frontiers Media S.A.
- Relation
- Frontiers in Education Vol. 7, no. (2023), p.
- Rights
- All metadata describing materials held in, or linked to, the repository is freely available under a CC0 licence
- Rights
- https://creativecommons.org/licenses/by/4.0/
- Rights
- Copyright © 2023 Brandenburg, Garbett, Ovens and Thomas
- Rights
- Open Access
- Subject
- 39 Education; Assumptions; Reflective practice; Self-study methodology; Teacher education; Vignettes
- Full Text
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