- Title
- From pedagogical confrontations to pedagogical invitations: A Self-study of teacher educator practice
- Creator
- Brandenburg, Robyn; McDonough, Sharon; Moran, Wendy Kay
- Date
- 2016
- Type
- Text; Book chapter
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/179354
- Identifier
- vital:15540
- Identifier
- ISBN:978-0-473-35893-8
- Abstract
- 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).
- Relation
- Enacting self-study as methodology for professional inquiry Chapter 33 p. 269-275
- Rights
- All metadata describing materials held in, or linked to, the repository is freely available under a CC0 licence
- Rights
- © 2016, S-STEP. Licensed under the Creative Commons Attribution 4.0 license, http://creativecommons.org/licenses/by/4.0/
- Subject
- Teacher; Teacher educators; Self-study researchers
- Reviewed
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