Creating care-full communities after COVID : supporting care as a strategy for wellbeing in teacher education
- Authors: McDonough, Sharon , Lemon, Narelle
- Date: 2022
- Type: Text , Book chapter
- Relation: Reconstructing Care in Teacher Education after COVID-19: Caring Enough to Change Chapter 16 p. 179-188
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- Description: This chapter situates teachers as providers and supporters of care during times of crisis, such as the COVID-19 pandemic, positing that teachers too require care to support their wellbeing and their work. Drawing on survey data collected from teachers in Australia during a period of remote learning, the authors identify the kinds of care that are both enacted and required during this time. The authors then interrogate notions of care and consider these in light of both individual and systemic actions and ways of being. They explore the ways that care is a multifaceted concept that involves care of self, care of others, and care for community, arguing that creating caring communities requires systemic and communal engagement versus an individual orientation and responsibility towards care. They close by presenting care as a strategy for individual and communal wellbeing in teacher education. © 2023 selection and editorial matter, Melanie Shoffner and Angela W. Webb; individual chapters, the contributors.
Making mindful moments : made artefacts as a form of data visualisation to monitor and respond to self-care and wellbeing
- Authors: McDonough, Sharon , Lemon, Narelle
- Date: 2022
- Type: Text , Book chapter
- Relation: Creative Expression and Wellbeing in Higher Education: Making and Movement as Mindful Moments of Self-care Chapter 7 p. 105-118
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- Description: As academics working in higher education, we find that the embodied practice of making returns us from our heads to our hands, and in this chapter, we provide an insight into the ways that knitting is a form of self-care that fosters and supports our wellbeing. We draw on narratives to illuminate how we use knitting as a form of data visualisation that enables us to monitor our working practices and to adapt and respond to our self-care and wellbeing needs. © 2023 selection and editorial matter, Narelle Lemon; individual chapters, the contributors. All rights reserved.
Stepping into a shared vulnerability
- Authors: McDonough, Sharon , Lemon, Narelle
- Date: 2022
- Type: Text , Book chapter
- Relation: Creating a place for self-care and wellbeing in higher education : finding meaning across academia Chapter 14 p. 187-196
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- Description: Those working in higher education face challenging and complex work environments, with academic staff subject to multiple accountability demands. In this chapter we engage in dialogic writing to examine ways to create and promote self-care and wellbeing in the space of higher education. We begin with a brief narrative about our own collaborative relationship before exploring strategies and provocations for ways to create authentic spaces for wellbeing. In doing so, we critique the concept of self-care and wellbeing as a performative tool that functions to reinforce individual responsibility and contend that creating space for self-care and wellbeing is a shared, collective and systemic responsibility that invites us to stand in a shared vulnerability.
Ethics, self-study research methodology and teacher education
- Authors: Brandenburg, Robyn , McDonough, Sharon
- Date: 2019
- Type: Text , Book chapter
- Relation: Ethics, self-study research methodology and teacher education 1 p. 1-14
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- Description: This book examines the nuanced and situated experiences of self-study researchers. It explores the ways in which ethics are dynamic, idiosyncratic and require an ongoing ethical reflexivity. In addition, the book identifies, documents and collates the collective experiences of self-study researchers and sheds new light on the role and impact of ethics, ethical dilemmas and ensuing decisions for education researchers. The book considers the ethical dilemmas that self-study researchers in teacher education face, their careful ethical considerations while conducting research, and how they form their professional judgment and understanding of what it means to be an ethical self-study researcher. For self-study researchers, there are a number of ethical dilemmas and challenges that cannot be neatly captured by the frameworks and guidelines of an ethics board. For many, this requires researchers to be ever-present and re-engaged with the ethics of their own projects, from the development, through to the dissemination of their work. Readers will gain a deeper understanding of ethics, ethical perspectives and practices in the field of self-study research.
Pedagogical confrontations as a lens for reflective practice in teacher education
- Authors: Moran, Wendy , Brandenburg, Robyn , McDonough, Sharon
- Date: 2019
- Type: Text , Book chapter
- Relation: Teachers' Professional Development in Global Contexts: Insights from Teacher Education p. 199-218
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- Description: Being a teacher educator is a complex endeavour and it is through systematic, and evidence-based reflection in and on practice that teaching pedagogy is more deeply understood. Extant literature reveals that reflective practice plays an integral role in understanding teacher educators' work. This chapter focuses on pedagogical confrontations as a lens for reflective practice to reveal the complexity of teacher educators' work. The term 'pedagogical confrontations' (PCs) signifies incidents, interactions or events in teaching which cause us to pause and critically examine our practice. In this chapter we examine the context, descriptions and responses of participant-identified pedagogical confrontations. Through independent and collaborative analysis of the confrontations we identify three key themes: (i) professional roles; (2) the importance of relationships; and (3) the changing nature of universities and teacher education. Using PCs as a lens for reflective practice reveals the relationship between one's values and pedagogical practices and we contend that recognition and deeper knowledge of this relationship leads to richer understandings of teacher educators' work.
The "wicked problem" of ethics in self-study research : dominant, silent and marginalised discourses
- Authors: McDonough, Sharon , Brandenburg, Robyn
- Date: 2019
- Type: Text , Book chapter
- Relation: Ethics, Self-Study Research Methodology and Teacher Education 11 p. 165-175
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- Description: This book examines the nuanced and situated experiences of self-study researchers. It explores the ways in which ethics are dynamic, idiosyncratic and require an ongoing ethical reflexivity. In addition, the book identifies, documents and collates the collective experiences of self-study researchers and sheds new light on the role and impact of ethics, ethical dilemmas and ensuing decisions for education researchers. The book considers the ethical dilemmas that self-study researchers in teacher education face, their careful ethical considerations while conducting research, and how they form their professional judgment and understanding of what it means to be an ethical self-study researcher. For self-study researchers, there are a number of ethical dilemmas and challenges that cannot be neatly captured by the frameworks and guidelines of an ethics board. For many, this requires researchers to be ever-present and re-engaged with the ethics of their own projects, from the development, through to the dissemination of their work. Readers will gain a deeper understanding of ethics, ethical perspectives and practices in the field of self-study research.
A glitch in the machine or a glimmer of what could be? Mindfulness as resistance in higher education
- Authors: McDonough, Sharon
- Date: 2018
- Type: Text , Book chapter
- Relation: Mindfulness in the academy : Practices and perspectives from scholars Chapter 16 p. 247-258
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- Description: The work of academics in higher education institutions is widely recognised as having intensified in demands and in accountability measures. In the field of teacher education, this intensification alsomanifests in academics needing to meet the requirements of both the university and external stakeholders and accrediting bodies. In this chapter, I draw on a central narrative “A glitch in the machine” to explore the demands that academics face in contemporary higher education contexts. I use this narrative as a stimulus for considering the nature of academic work and I contend that the adoption of the principles and practices of mindfulness provides an opportunity for academics to engage in resistance that enables them to remain focused on their authentic self and purpose as academics. In so doing, I describe the strategies I have adopted in order to make mindful choices about my work and identity as an academic in this space.
Building resilience in times of uncertainty and Complexity: Teacher educator perceptions of Pre-service teacher resilience
- Authors: Mansfield, Caroline , Papatrainaou, Lisa , McDonough, Sharon , King, Laura
- Date: 2018
- Type: Text , Book chapter
- Relation: Teacher education in and for uncertain times Chapter 6 p. 83-98
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- Description: An emphasis on teacher quality in Australia has resulted in many changes in teacher education including a recent emphasis on non-academic capabilities (such as resilience) of prospective teachers. Reporting data obtained through an online survey of 73 teacher educators, this chapter presents their views about pre-service teacher resilience and the role of teacher educators and education programs in promoting resilience for pre-service teachers. Findings illustrate the multiple contexts important in the development of teacher resilience and how resilience can be demonstrated during the pre-service years. Barriers and supports for embedding resilience in teacher education programs are discussed. We argue that in times of uncertainty and complexity in teacher education, resilience is critical for sustained effectiveness and growth.
Mindfully living and working in the academy : Continuing the conversation
- Authors: Lemon, Narelle , McDonough, Sharon
- Date: 2018
- Type: Text , Book chapter
- Relation: Mindfulness in the academy : Practices and perspectives from scholars Chapter 17 p. 259-283
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- Description: As scholars and administrators in higher education institutions begin to implement mindfulness practices and perspectives, it is worth examining what can be learned through examining their diverse understandings and perspectives. In identifying the formal and informal mindful practices used by the contributing authors of this volume, we argue that they provide others with a basis for reflection on their own practices and perspectives. In this chapter, we present seven approaches to mindfulness as enacted by the chapter authors. We present an overview of these key strategies and approaches and suggest the possibility of such approaches for individual and collective change.
Mindfulness in the academy : An examination of mindfulness perspectives
- Authors: Lemon, Narelle , McDonough, Sharon
- Date: 2018
- Type: Text , Book chapter
- Relation: Mindfulness in the academy : Practices and perspectives from scholars Chapter 1 p. 1-21
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- Description: In a complex and demanding higher education, environment wellness for scholars is an ethical imperative and is an essential component of self-care, required to prevent burnout, distress, and impairment. As we navigate the contemporary higher education environment, it is important to look at ways of working that bring to the forefront self-care and mindfulness. In this chapter, we explore how scholars understand and apply the concept of mindfulness in higher education contexts. We examine ways academics implement mindfulness practices that build the capacity to accept, tolerate and transform mind and body states without reacting so intensively to them by drawing on concepts such as compassion, kindness, gratitude, curiosity, self-awareness and non-judgmental stances. We explore how mindful ways of researching, writing, learning and teaching, leading and engaging with others leads us to be self-aware and engaged in the present. We introduce the notion of Dramaturgical Theory of Social Interaction as a framework for examining mindful practices in academia. This chapter presents a thematic analysis of the work of the authors presented in this volume, situating this in a broader discussion of mindfulness, and we raise questions for further consideration.
Using critical incidents to reflect on teacher educator practice
- Authors: Brandenburg, Robyn , McDonough, Sharon
- Date: 2017
- Type: Text , Book chapter
- Relation: Reflective theory and practice in teacher education (Self-study of teaching and teacher education practices series) Chapter 12 p. 223-236
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- Description: The purpose of this chapter is twofold – first, to examine the ways in which critical incident identification and analysis can reveal more about the sophisticated complexity of teaching and, second, to provide an exemplar of reflective practice inquiry in teacher education based primarily on experience and reflection (Dewey J, How we think: a restatement of the relation of reflective thinking to the educative process. Henry Regenry Co., Chicago, 1933). In this chapter we examine the influence of using critical incident identification and analysis to reflect in and on our practice as teacher educators. Critical incidents were defined as incidents in our practice as teacher educators that caused us to pause and reflect on our work and were collated during an intense period of institutional change. Using self-study methodology, we collated and analysed 32 critical incidents and identified key themes including: the tensions evident in institutional and personal expectations, contrived versus organic collaboration and valuing the teacher as a researcher. In this chapter, we highlight the way the combination of a reflective inquiry lens, a research methodology (self-study of practice) and custom-designed strategies and tools highlights the practicalities and powerful influence of reflective practice.
Activating teaching dispositions in carefully constructed contexts : Examining the impact of classroom intensives
- Authors: McGraw, Amanda , McDonough, Sharon , Wines, Chris , O’Loughlan, Courtney
- Date: 2016
- Type: Text , Book chapter
- Relation: Teacher Education : Innovation, Intervention and Impact Chapter 12 p. 193-209
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- Description: The current policy stance in Australia which seeks to produce ‘classroom ready’ teachers requires that pre-service teachers (PSTs) be assessed against national professional standards that articulate minimum skills and knowledge required of beginning teachers. There is no mention within these standards of affective qualities (e.g. humour, passion, inspiration) or thinking dispositions (e.g. curiosity, reflection, creativity) that enable good teaching and professional learning and which capture the complexity that is inherent within good teaching. This study focuses on the research of a team of teacher educators in a regional Australian university who believe that a focus on dispositions is central to effective teacher education. They have embedded a ‘Dispositions for Teaching Framework’ within a Master of Teaching (Secondary) program to allow PSTs’ various thinking dispositions to be activated within carefully constructed professional learning contexts. The context in this study was a Classroom Intensive experience at a P-12 School in regional Victoria where PSTs participated in structured classroom observations over a two day period. The key research questions were: Did the Classroom Intensive experience activate the dispositions in the PSTs? Were some dispositions activated more than others? How could evidence be collected of these dispositions in action? A variety of research methods enabled a complex data-set to be collected. It was identified that the Classroom Intensive experience provided a rich professional learning context which activated all five of the thinking dispositions in the framework, and that these dispositions are not discrete but interconnect and rely upon each other. © Springer Science+Business Media Singapore 2016.
From pedagogical confrontations to pedagogical invitations: A Self-study of teacher educator practice
- Authors: Brandenburg, Robyn , McDonough, Sharon , Moran, Wendy Kay
- Date: 2016
- Type: Text , Book chapter
- Relation: Enacting self-study as methodology for professional inquiry Chapter 33 p. 269-275
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- Description: For teacher educators, ethical dilemmas, tensions and 'pedagogical confrontations' (PCs) often arise in day-to-day teaching practice. Education research reveals that self-study researchers usually have a heightened awareness of their obligations to both identify and subsequently act on these dilemmas, tensions and confrontations (Berry, 2007; Bullough & Pinnegar, 2004; East, Fitzgerald & Heston, 2009; LaBoskey, 2004; Loughran, 2006; Pinnegar & Hamilton, 2009, 2015; Samaras, 2011 ). This self-study research focuses on the identification, categorization and analysis of 'pedagogical confrontations' (PCs) and asks what they mean for teacher educators. Through selfstudy and analysis of these 'pedagogical confrontations' we have come to understand more about the sophisticated and complex nature of teaching. Furthermore, we explore the way in which the use of PCs as a lens for researching practice, has subsequently led to new insights and led to an 'enactment in practice' (Loughran, 2006).
Teacher education research and the policy reform agenda
- Authors: Brandenburg, Robyn , McDonough, Sharon , Burke, Jenene , White, Simone
- Date: 2016
- Type: Text , Book chapter
- Relation: Teacher Education : Innovation, Intervention and Impact p.1-14
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- Description: Research into teacher education is an Australian government high priority and teacher educators are increasingly called to use research to demonstrate the effectiveness and the impact of their teaching, their programs and ultimately, the impact on student learning. While teacher education researchers endeavour to share their research, their work is often critiqued as being self-serving, small-scale and generally not responsive to government policy directions. This chapter specifically examines these three areas: the research policy context; an examination of the current critique of teacher education research and a critical analysis and discussion of the research conducted by teacher educators within this volume. As evidenced within the chapters, many teacher educators have located their research studies within the current Teacher Education Ministerial Advisory Group (TEMAG, Action Now: Classroom Ready Teachers, 2014) reform agenda. What the studies also reveal is how reform agendas are taken up by different institutions and the importance of providing the rich contextual discussion of their findings. While the majority of the studies are small-scale, viewed collectively however, they have much to offer the broader education research community. More opportunities for connected small-scale studies that highlight both macro and micro levels of teacher education are recommended. © Springer Science+Business Media Singapore 2016.
Writing groups in the digital age : A case study analysis of shut up & write Tuesdays
- Authors: O'Dwyer, Siobhan , McDonough, Sharon , Jefferson, Rebecca , Goff, Jennifer , Redman-MacLaren, Michelle
- Date: 2016
- Type: Text , Book chapter
- Relation: Research 2.0 and the Impact of Digital Technologies on Scholarly Inquiry Chapter 13 p. 249-269
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- Description: Social media writing groups are an emerging phenomenon in the academic world. Combining the discipline, mentorship, and peer support of face-to-face writing groups, with the convenience, global reach, and interdisciplinary networks of social media, they offer a way for scholars to apply new digital technologies to the old problem of developing, maintaining, and protecting an academic writing practice. Despite their growing popularity, however, there has been little critical or empirical analysis of these groups. Using Shut Up & Write Tuesdays (SUWT) as a case study, this chapter examines the purpose, use, outcomes, and challenges of a social media writing group for academics. Usage data from the three SUWT Twitter accounts, a survey of SUWT participants, and the narrative reflections of the SUWT hosts, are drawn together to highlight the value, strengths, and limitations of social media writing groups as a scholarly activity in the digital age. © 2017 by IGI Global. All rights reserved.
Learning to think like a teacher educator
- Authors: McDonough, Sharon
- Date: 2013
- Type: Text , Book chapter
- Relation: Pedagogies for the future p. 61-72
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- Description: The rapid pace of change and reform in education requires teachers to be both the subjects and implementers of change (Main, 2012). For those working in higher education the challenge can be twofold as they attempt to develop their own teaching and learning, while also preparing students for the future world of work beyond university. This dual challenge is present for teacher-educators who seek to provide students with opportunities to think pedagogically and to discover ways in which experience, theory and practice come together (Hedges, 2012).