The complex development of student-teachers' thinking

Burn, Katharine; Hagger, Hazel; Mutton, Trevor; Everton, Tim

doi:10.1080/1354060032000097235

Cited by 65 publications

(37 citation statements)

References 3 publications

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“…For the older age group, many with existing qualifications and work experiences, particularly in sport and coaching, pedagogical professional practice (PPP) was viewed as more important than pedagogical approach (PA). Research supports the view that pedagogical understandings are built within existing preconceptions (Wubbles, 1992), shaped by personal belief systems (Burn et al, 2003) and influenced through links to previous study and work (Korthagen et al, 2008). This research confirms there were differences in beliefs based on age and prior experiences.…”

Section: Discussionsupporting

confidence: 75%

“…As evidenced in many studies pre-service teachers' pedagogical beliefs and the challenges of changing these beliefs are viewed as complex, influenced by personal belief systems and experiences (Biesta et al, 2015;Burn, Hagger & Mutton, 2003;Ryan et al, 2009;Wubbles, 1992;Korthagen et al, 2006;Pajares, 1992). Additionally, research has shown that the pre-service teachers' pedagogical practices develop when learning links practical classroom experiences involving critical reflection and includes understanding of the subject's pedagogical knowledge (Endacott & Sturtz, 2015;Lee, 2005;Penso & Shoham, 2010;Vamvakoussi & Skopelitit, 2008;Rossum & Hammer, 2010).…”

Section: Discussionmentioning

confidence: 99%

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Examining Changes in Pre-service Teachers’ Beliefs of Pedagogy

Sheridan¹

2016

AJTE

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Section: Discussionsupporting

confidence: 75%

Section: Discussionmentioning

confidence: 99%

Examining Changes in Pre-service Teachers’ Beliefs of Pedagogy

Sheridan¹

2016

AJTE

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“…Nevertheless, it was evident there was considerably more focus on knowledge of the students in planning. This echoes Burn, Hagger, Mutton and Everton (2003), who found that a very high regard for students' learning featured in their analysis of the reasons offered by student teachers for their teaching decisions. Therefore, a second sweep of coding, using the typography from Burn et al, was applied to the transcripts.…”

Section: Outcomes Of the Collaborative Projectmentioning

confidence: 60%

Professional learning through a focus on task design: responding to historical scholarship and students' interests

Todd

Hibbert²

2017

reifop

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This article reports on a small--scale collaborative research project that investigated the role played by scholarship and student interests in teachers' planning and professional learning. It involved three history teachers in different schools working either with each other and the researcher to plan tasks in the classroom, the project took place over the course of one year. A key conclusion is the need for dialogic spaces to allow teachers to explore and integrate ideas based on knowledge of their students, with knowledge from historical scholarship. Key wordsKnowledge; Planning; Teacher Development; Student interests.Aprendizaje profesional a través del diseño enfocado en tareas: dando respuesta a las investigaciones de referencia y los intereses de los estudiantes ResumenEste artículo recoge los resultados de un proyecto colaborativo de investigación a pequeña escala que se ha encargado de investigar el rol que juegan las investigaciones de referencia y los intereses de los estudiantes en la planificación y aprendizaje profesional de los docentes. El estudio involucra a tres profesores de historia de diferentes escuelas que han trabajado tanto entre ellos como con el investigador con el fin de planificar tareas en la clase. Este proyecto se ha desarrollado en el tiempo de un año académico. Una conclusión clave es la necesidad de espacios dialógicos que permitan a los docentes explorar e integrar ideas basadas en el conocimiento de sus estudiantes, con conocimiento de las investigaciones de referencia.

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“…However, there is ongoing debate as to whether early-career teacher growth can be simplified to such an extent (Burn, Hagger, Mutton & Everton, 2003;Grossman, 1992). Stage models lack acknowledgement that early-career teachers can engage in complex or sophisticated problem-solving.…”

Section: Modelling Teacher Identity Developmentmentioning

confidence: 99%

“…Stage models lack acknowledgement that early-career teachers can engage in complex or sophisticated problem-solving. It has been argued that these frameworks are highly prescriptive, assume that early-career teachers have a limited repertoire of thinking skills, and cannot account for individual difference in teacher competency (Burn et al, 2003;Conway & Clarke, 2003). As such, they pose limitations in a study such as this, which seeks to understand the highly individual process of shaping professional identity.…”

Section: Modelling Teacher Identity Developmentmentioning

confidence: 99%

Adjusting Personal Expectations: An Analysis of Early-Career Teacher Narratives

Constantine¹

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iii AbstractThe early years of a teacher's career are often a site of tension, where long-standing beliefs about what it is to be a teacher are challenged. The images and ideals that teachers have of themselves -their "personal expectations" (Cole & Knowles, 1993) -have recognised implications for the development of a teacher's professional identity. Early-career teachers often confront a disparity between their personal expectations, and what they find to be realistic to achieve in practice. Understanding how early-career teachers adjust their personal expectations, whilst at the same time maintaining their commitment to the profession, is at the core of this narrative study.This study of four early-career teachers in Queensland seeks to address the following research questions: (1) how do teachers adjust their personal expectations during the early-career years? and (2) This study drew upon semi-structured interviews (Schuman, 1982;Seidman, 2013) in the data collection phase. Not only did the research method allow for depth in the responses, but also allowed for participants to engage in a process of ongoing reflection and engagement in the construction of the narrative. The analysis was guided by the narrative approach detailed by Clandinin and Connelly (2000), andConnelly and Clandinin (2006). The findings of the study are presented as narratives:individual, idiosyncratic stories of teachers' lives, experiences and expectations. Abstract ivThe findings of this study suggest that early-career teachers adjust their personal expectations gradually and with difficulty, and only through reflecting and acting upon their own professional experimentation. Importantly, the findings demonstrate that whilst feedback, collegial relationships and trial-and-error practices are critical for early-career teachers to develop more realistic expectations of themselves, retaining some aspects of their initial expectations allows them to maintain their ideological vision of themselves in a teaching role. This study provides considerable insight into the ways that teachers can be better prepared for their first years in the profession, and, as such, has implications for early-career teachers, school administrators, policymakers, and for universities. The findings suggest that encouraging early-career teachers to confront unrealistic personal expectations is critical in empowering them to shape strong professional identities.Abstract v

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The complex development of student-teachers' thinking

Cited by 65 publications

References 3 publications

Examining Changes in Pre-service Teachers’ Beliefs of Pedagogy

Examining Changes in Pre-service Teachers’ Beliefs of Pedagogy

Professional learning through a focus on task design: responding to historical scholarship and students' interests

Adjusting Personal Expectations: An Analysis of Early-Career Teacher Narratives

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