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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- Reviewed:
- 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.
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.
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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- Reviewed:
- 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.