The uncertainty and fragility of learning to teach: a Britzmanian lens on a student teacher story

Hinchion, Carmel; Hall, Kathy

doi:10.1080/0305764x.2015.1064095

Cited by 16 publications

(4 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Becoming a teacher is a complex (Hinchion, 2017) and incomplete process, which involves socialization (Hinchion & Hall, 2015) and the negotiation of a new identity with an older one (Alsup, 2006). Different scholars defined teacher identity as a process of self-assessment (Looney et al, 2018), a relationship between themselves and others (Beauchamp & Thomas, 2009), and something that is socially negotiated (Watson, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

A Qualitative Study on Identity Construction among Teachers Working with Students with Disabilities

Rostami

Yousefi

Amini

2021

IJME

View full text Add to dashboard Cite

The purpose of this study was to explore multiple facets of the professional identities of Iranian in-service teachers in exceptional schools. The study adopted a qualitative design. The data were collected through in-depth interviews with 14 in-service teachers. The participants were selected through purposeful sampling. Each interview lasted up to 40 minutes. The whole procedure of the data collection was audio-recorded, and verbatim transcriptions were made. Thematic analysis was utilized to analyze the qualitative data. Three themes emerged: relationships, lower identity, and professional identity. The study has some implications for policymakers, curriculum designers, educational psychology, and teacher educators.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

A Qualitative Study on Identity Construction among Teachers Working with Students with Disabilities

Rostami

Yousefi

Amini

2021

IJME

View full text Add to dashboard Cite

show abstract

“…Geographical understandings of feedback mechanisms, including conceptions about the complexity of these systems and their unpredictable and non-linear changes offers a different picture to one involving a straightforward relationship between information and improvement. Instead, lesson observation feedback might be understood as part of the construction of complex inter-personal systems involving the interactions between, among other things, beginning teachers' previous knowledge and expertise (Brooks, 2007(Brooks, , 2010, performative school and departmental cultures (Puttick, 2017), beginning teachers' precarious status and power dynamics (Sirna, Tinning, & Rossi, 2008), the emotionally-driven dimensions of learning to teach (Hagger, Burn, Mutton, & Brindley, 2008;Hinchion & Hall, 2016;Kaldi, 2009), and the contested relationship between different types of knowledge, including research and practice (Winch et al, 2015). Appreciating the complexity of the webs into which feedback is given has implications for the ways in which this is approached, the kinds of purposes towards which it might contribute, and the expectations we might have of it.…”

Section: Feedbackmentioning

confidence: 99%

Geography mentors’ written lesson observation feedback during initial teacher education

Puttick

Warren-Lee

2020

International Research in Geographical and Environmental Educat

View full text Add to dashboard Cite

This paper explores geography mentors' written lesson observation feedback by analysing data from across a one-year Initial Teacher Education (ITE) programme delivered through a university-school partnership in England, asking two main questions: in what ways is geography / geographical knowledge discussed in written lesson observation feedback given to beginning geography teachers? In what ways does research feature in the written lesson observation feedback given to beginning geography teachers? The paper offers one response to calls from geography education researchers for greater attention to be given to subject-specific issues in lesson feedback during ITE, and is also set within wider discourses around research-engagement. The argument is made through empirical evidence suggesting an absence of explicit engagement with research in written lesson observation feedback, a position in principle for increasing the interactions between research and practice in teacher education, and analysis of the specific areas highlighted in the written lesson observation feedback. Suggestions are made for improving the attention given to geography and research evidence in lesson feedback, and to support these aims three possible priority areas for geography education research are offered: progress; explanation; and terminology.

show abstract

“…In this context, the facilitators felt a pedagogical imperative to help restore the agency and faith of the student-teachers in their capacity to make meaning. One way of doing this was to have the workshop participants work slowly, patiently and thoughtfully (Hinchion and Hall, 2016) through the discourse and details of the film. In the workshops at the University of Limerick, the facilitator introduced props, similar to those used in the film (a communion dress, a handbag, hair ribbons, a can of tuna, a doll among others) and invited the pre-service teachers to speak through and with the props.…”

Section: Generative Questions and Dialoguementioning

confidence: 99%

Learning through Film: Lessons from Workshops for Teachers and Pre-service Teachers of English

McDermott¹,

Hinchion²,

McGivern³

et al. 2019

Journal for Learning through the Arts

Self Cite

View full text Add to dashboard Cite

This article looks back on the professional development offered to teachers of English to support them in their teaching of film since the introduction of film into the English syllabus in Ireland in 1998. It focuses on three interrelated elements: the interpretation or reading of film; the pedagogy that supports this interpretation; the potential of exploring issues of social justice and the self-other relation through narrative films. The article outlines four distinct phases in the professional development offered to teachers and shares the emerging findings. The first phase involved the introduction of film and its use in opening up discussion and creating interpretative communities in teacher education workshops for teachers of Leaving Certificate English. The second involved an exploration of film genre in workshops designed for teachers of Transition Year. The third involved the development of a dialogic form of pedagogy in interpreting film in a series of workshops directed at teachers of Junior Cycle English. The fourth involved the use of film in exploring education for justice in a series of workshops for pre-service teachers on Bachelor of Education and Master of Education programmes. The article explores the link among narrative film texts, generative questions, thoughtful interpretation, and the value given to dialog and the movement of question and answer in professional development workshops where narrative films are viewed and interpreted. The article is autoethnographic in character (Holman Jones 2005; Ellis et al. 2010). It involves self-reporting, descriptions of practice and reflection on that practice.

show abstract

The uncertainty and fragility of learning to teach: a Britzmanian lens on a student teacher story

Cited by 16 publications

References 26 publications

A Qualitative Study on Identity Construction among Teachers Working with Students with Disabilities

A Qualitative Study on Identity Construction among Teachers Working with Students with Disabilities

Geography mentors’ written lesson observation feedback during initial teacher education

Learning through Film: Lessons from Workshops for Teachers and Pre-service Teachers of English

Contact Info

Product

Resources

About