Examining and disrupting rituals of practice in the primary classroom

Fraser, Deborah; Henderson, Clare L.; Price, Graham; Aitken, Viv; Cheesman, Sue; Bevege, Fiona; Klemick, Amanda; Rose, Lisa; Tyson, Shirley

doi:10.1080/03004270802012657

Cited by 5 publications

(5 citation statements)

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“…Much of what is perpetuated in teaching in HE reflects largely taken for granted approaches and assumptions. Such practices are referred to as rituals of academic practice (Fraser;Henderson;Price;Aitken;Cheesman;Bevege;Klemick;Rose and Tyson, 2009). If not disrupted, they can unconsciously be internalised and legitimated by the HE system and academics alike, leading to their perpetuation.…”

Section: Disrupting Rituals Of Academic Practicementioning

confidence: 99%

“…In the HE education context, these rituals include the idea that any lecturer with a master's or doctoral degree in his/her discipline will be able to teach well, and that a university teacher can learn how to teach while engaged in the process of teaching. Efland (in Fraser et al, 2009) cautions that the validity of these and other rituals of academic practice needs to be examined since many tend to constrain or even thwart student learning rather than promoting it.…”

Section: Disrupting Rituals Of Academic Practicementioning

confidence: 99%

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Academics’ Experiences of a Post Graduate Diploma in Higher Education (PGDHE) Programme: A Case of One University in South Africa.

Machingambi

2020

IJAHE

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The Post Graduate Diploma in Higher Education is widely accepted as a standard qualification that inducts and orients academics for their roles as university teachers. It equips academics with pedagogical knowledge and competencies thereby helping them to cope with the learning needs of academically under-prepared and diverse group of students. Research, conducted in South Africa and elsewhere, has shown that in order to be effective facilitators of learning, academics need to have a good blend of the knowledge of their disciplines as well as the knowledge of teaching and learning. This study sought to examine the experiences of a group of academics of studying the PGDHE. The sample for the study comprised 15 academics purposively selected from the 20 academics who had recently qualified with the PGDHE programme from one university in South Africa. The research used a qualitative methodology to collect information from the participants through an unstructured questionnaire. The major finding was that the PGDHE empowered academics significantly in their roles as university teachers and participants felt the programme should be made a pre-requisite for one’s appointment as a university teacher.

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Section: Disrupting Rituals Of Academic Practicementioning

confidence: 99%

Section: Disrupting Rituals Of Academic Practicementioning

confidence: 99%

Academics’ Experiences of a Post Graduate Diploma in Higher Education (PGDHE) Programme: A Case of One University in South Africa.

Machingambi

2020

IJAHE

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“…For teachers whose experience has mainly been in cellular classrooms, adjusting to flexible learning space expectations plus "new and innovative teaching and learning approaches, to respond to the major shifts in the use of technologies and ways students are learning" (MoE, 2014, p. 1), can be just as overwhelming now as it was for teachers in the 1970s. Accustomed to "rituals of practice" (Fraser, Henderson, Price, Aitken, Cheesman, Bevege, Tyson, et al, 2009) as well as customs and conventions that are integral to their practice, many teachers are challenged by the expectations of collaborative team teaching that have accompanied the development of flexible learning spaces. Moreover, Alterator and Deed (2013) indicate that deprivation of privacy and feelings of over-exposure can impact negatively on teacher performance and increase stress levels.…”

Section: Flexible Learning Spaces and Team Teachingmentioning

confidence: 99%

Collaborative teaching in flexible learning spaces: Capabilities of beginning teachers

Whyte

2017

Journal of Educational Leadership, Policy and Practice

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Increasingly, New Zealand primary and intermediate schools are adopting the concept of flexible learning spaces and promoting team teaching approaches. Such open spaces and pedagogy can be challenging for even experienced teachers to adapt to. Is it realistic, therefore, to expect novices to work successfully in these challenging spaces from the onset of their teaching careers? Initial Teacher Education (ITE) programmes in New Zealand equip graduates with the knowledge and skills to plan, teach and evaluate learning for a diverse class of children with individual learning, social and cultural needs. However, while researching their own practice working within new spaces and pedagogy, some experienced Bay of Plenty intermediate and primary teachers articulated additional necessities for beginning teachers starting out in such complex teaching environments. Analysis of their ideas suggests such spaces require teachers to have particular capabilities if they are to work collaboratively in open learning spaces. This paper argues that ITE programmes and leaders need to be proactive and include appropriate theoretical and pragmatic coursework, to assist student teachers to cultivate the capabilities required of collaborative team members, by the time they graduate.

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“…Teachers can fall into rituals of practice but can deflect routineness with regular reflection and articulation of their own practice (Fraser et al, 2009). Collaborations between the University of Waikato and partnership schools has facilitated the reflection/articulation process for some NZ teachers in the Bay of Plenty (Whyte, House, & Keys, 2016).…”

Section: A Need For Balancementioning

confidence: 99%