Authentic Role-playing as Situated Learning: Reframing teacher education methodology for higher-order thinking

Leaman, Lori; Flanagan, Toni

doi:10.1080/17425964.2013.771573

Cited by 29 publications

(18 citation statements)

References 25 publications

(17 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Lave and Wenger (1991), the seminal researchers in situated learning, developed the theory in relation to learning in occupational contexts which are not characterised by formal training such as traditional midwives in Yucatan. Their ideas have been applied to teaching and teachers' learning (Kelly 2006;Korthagen 2010;Leaman and Flanagan 2013). From the situated learning perspective, teacher learning is viewed as a social process that emerges from teachers' own actions in a social context and in relation to others through participation in a 'community of practice' (Lave and Wenger 1991).…”

Section: Teacher Learningmentioning

confidence: 99%

Insights into teacher learning about pedagogy from an international group of teachers of students with severe intellectual disabilities

Jones

Lawson

2015

European Journal of Special Needs Education

View full text Add to dashboard Cite

This article examines teacher professional learning about pedagogy for teachers of students with severe intellectual disabilities within broader teacher education and pedagogical frameworks for this group of learners. The article presents and discusses findings from a USA-England research project, involving classroom observations and interviews with nine teachers of students with severe intellectual disabilities from four specialist public school settings, intended to explore teachers' pedagogical decision-making and learning. The theoretical lens of situated learning and the conceptual lens of evidence-based practice are used to contextualise and examine the teachers' views about the what, how and when they learn about pedagogical approaches and strategies. Teachers emphasised the situated and interactional nature of their learning, particularly highlighting the personal responses of students and their relationship with these students. They use this knowledge and understanding to adapt evidence-based strategies and programmes and inform their pedagogical decisions. This affords the concepts of 'situated generalization' and 'practice based evidence' an influential role in how teachers engage in the process of pedagogical decision-making. An implication for teacher educators is the need to support teachers in making connections of new pedagogical understandings and skills with the individual learning profiles and responses of their students with severe intellectual disabilities. IntroductionThis article focuses upon teacher learning in relation to the pedagogical decisionmaking of a group of teachers of students with severe intellectual disabilities in the south-west of Florida and the south-west of England. Whilst the international research project reported here is set in the USA and England, in their similarities and differences, these contexts are similar to many in the wider developed world. Considerations around pedagogies employed by teachers for students with special educational needs (SEN) are apparent in European literature (Meijer, Soriano, and Watkins 2003) and this article contributes to these discussions. We present, analyse and discuss the findings from the project which focused on teachers' views about the what, how and when they learn about the approaches and strategies that inform

show abstract

Section: Teacher Learningmentioning

confidence: 99%

Insights into teacher learning about pedagogy from an international group of teachers of students with severe intellectual disabilities

Jones

Lawson

2015

European Journal of Special Needs Education

View full text Add to dashboard Cite

show abstract

“…The second mechanism, construction of knowledge, refers to how a teacher's existing knowledge can be qualitatively modified and enriched, usually through methods such as guided learning during learning assignments. In this case, teacher learning is understood and explained using different types of conceptual frameworks such as: a) teacher cognition theory and the conceptual change model, which explain how teachers modify their understanding and views about, for example, the nature of science (Abd-El-Khalick & Akerson, 2004); b) situated learning theory, which focuses on how teachers gain access to the complex, critical thinking processes used by expert teachers in their classrooms (Leaman & Flanagan, 2013); or c) the Vygotskian approach, which analyses how teachers can learn within their zones of proximal development (Warford, 2011).…”

Section: Current Psychological Perspectives Of Teacher Learningmentioning

confidence: 99%

A dialogical self-approach to understanding teacher identity in times of educational innovations

Font

Badia

2020

View full text Add to dashboard Cite

show abstract

“…Like Leaman and Flanagan (2013) I "wondered authentically rather than theoretically what a teacher's role is when it comes to experiential education. What does it really mean to share authority and voice with students …?"…”

Section: Teacher Educator Discomfortmentioning

confidence: 99%

Handing Over

North¹

2020

Self-Study of Teaching and Teacher Education Practices

View full text Add to dashboard Cite

Facilitating the transition from student to teacher is a signature pedagogy of outdoor education. In this chapter I explore the scaffolding of this process and the consequences for both pre-service teachers and myself as teacher educator. The outdoor education day we run for school students is the most authentic experience in the outdoor education course and I anticipate pre-service teachers taking an active role in their preparations. Examining the changing roles of both teacher educator and pre-service teachers during the process of handing over reveals considerable discomfort. Using a framework of open-mindedness held in tension with discernment, I attempt to provide the space for pre-service teachers to take charge in their own way (rather than expecting cookie-cutter versions of my approach). Tensions arise because I still hold overall responsibility for the camp and need to ensure that minimum standards are met. Because of the high level of authenticity, pre-service teachers do work hard to provide good learning experiences for school students. There are some notable exceptions which shake my view of authenticity as the solution to pre-service teacher passivity. My responses to three examples of how preservice teachers respond to taking over control reveal my assumptions about what constitutes active learning. I examine the opportunities for education, but also for miseducation from the camp experience.

show abstract

Authentic Role-playing as Situated Learning: Reframing teacher education methodology for higher-order thinking

Cited by 29 publications

References 25 publications

Insights into teacher learning about pedagogy from an international group of teachers of students with severe intellectual disabilities

Insights into teacher learning about pedagogy from an international group of teachers of students with severe intellectual disabilities

A dialogical self-approach to understanding teacher identity in times of educational innovations

Handing Over

Contact Info

Product

Resources

About