ashley casey                             University of Bedfordshire                                   Tim Fletcher        ...
Experiences of the transition                        from teacher to teacher educatorSaturday, 14 April 12
However...Saturday, 14 April 12
We want to start                         with a question?Saturday, 14 April 12
In what capacity   would you employ this man?Saturday, 14 April 12
In what capacity   would you employ this man?                (Michael Jordan)Saturday, 14 April 12
Remember    your answer...Saturday, 14 April 12
we’ll get back to   it at the end...Saturday, 14 April 12
In a recent themed edition of...Saturday, 14 April 12
Saturday, 14 April 12
Past, present, and future of      doctoral programs in physical      education in the United States were      considered…S...
“                            - van der mars (2011)Saturday, 14 April 12
“                        Houston                        we’ve had a problem”                                    - van der ...
as a metaphor for                        D-PETE provisionSaturday, 14 April 12
d-PeteSaturday, 14 April 12
apollo 13Saturday, 14 April 12
refocus its prioritiesSaturday, 14 April 12
NASA suggestedSaturday, 14 April 12
got everyone     home by adoptingSaturday, 14 April 12
“Do or Die”Saturday, 14 April 12
“                            - van der mars (2011, p. 189)Saturday, 14 April 12
“   [DPETE must] use our expertise                            and creativity to make                            unpreceden...
using the same                           metaphorSaturday, 14 April 12
We suggest that while                           many important                        decisions were made                 ...
others were made by                          the apollo crew...Saturday, 14 April 12
yet...Saturday, 14 April 12
We have not heard from those                        ‘who flew the shuttle’ (which in this                        metaphor i...
Saturday, 14 April 12
Becoming a  teacher educatorSaturday, 14 April 12
Becoming a  teacher educator                        Self-study                        MethodologiesSaturday, 14 April 12
learning about teaching teachers  Becoming a  teacher educator                        Self-study                        Me...
learning about teaching teachers  Becoming a                                        a) From high school  teacher educator ...
learning about teaching teachers  Becoming a                                        a) From high school    b) from d-pete ...
learning about teaching teachers  Becoming a                                        a) From high school    b) from d-pete ...
In what capacity   would you employ this man?Saturday, 14 April 12
Becoming a  teacher educatorSaturday, 14 April 12
The purpose of this presentation is to...                        explore our experiences as a)                        high...
our pedagogies of                        teacher educationSaturday, 14 April 12
“            many researchers                        prepared through D-PETE                        go on to assume the ro...
are we engaged in                        the preparation of PETE                        researchers rather than of        ...
So does D-PETE                        recruitment occur at the                        detriment of teacher                ...
especially when...           “                              - Ward, PArker et al. 2011Saturday, 14 April 12
especially when...           “            many [D-PETE faulty] reported                        that the requirement of tea...
especially...           “             when considering that pre-                         service teachers are as much     ...
several papers in the themed edition           “            reported on the                        desirability but not th...
this is in stark contrast to general education           “            many faculty see the ability to                     ...
indeed...           “            by exploring general                        education it is evident that                 ...
however, to date                        there has been little                        research on becoming                 ...
with one exception...Saturday, 14 April 12
Williamson (1993) undertook a study                        with five female beginning PeteSaturday, 14 April 12
“                        - williamson, 1993, p. 199Saturday, 14 April 12
“            what and how [they] learned                        about becoming assistant                        professors...
this notion is supported generally where...           “            incidental and occasional                        learni...
We aim to extend Williamson’s (1993) study                 by exploring our experiencesSaturday, 14 April 12
Becoming a  teacher educator                        Self-study                        MethodologiesSaturday, 14 April 12
firstly we acknowledge our position as        researchers who are personally interested and         invested in the self st...
“            Self-study is a field that opens up                        the complex world of teaching and                  ...
The growth of self-study is such that is is now        recognised as one of the largest AERA SIGSSaturday, 14 April 12
more than ten years ago...           “                                                 - Zeichner, 1999                   ...
more than ten years ago...           “            contrary to the frequent images of the                        writings o...
“            Self-study methodologies help                        teacher educators...to develop                        de...
“            Self-study should not only                        document what worked well but                        also, ...
Laboskey’s characteristics of self-study           “                                                      - laboskey, 2004...
Laboskey’s characteristics of self-study           “            a) self-initiated and focused                        b) im...
Laboskey’s characteristics of self-study           “            a) self-initiated and focused                        b) im...
Laboskey’s characteristics of self-study           “            a) self-initiated and focused                        b) im...
Laboskey’s characteristics of self-study           “            a) self-initiated and focused                        b) im...
Laboskey’s characteristics of self-study           “            a) self-initiated and focused                        b) im...
“                        - mooney, 1957, p. 154Saturday, 14 April 12
“            any piece of research is accompanied                        by an inner and an outer drama                   ...
in contrast to this traditional approach        we acknowledge that research is personalSaturday, 14 April 12
context...Saturday, 14 April 12
Both former PE teachers         Ash = 15yrs Tim = 5yrs         Both former D-PETE students         Ash = P/T Tim = F/T    ...
Both former PE teachers         Ash = 15yrs Tim = 5yrs         Both former D-PETE students         Ash = P/T Tim = F/T    ...
Both former PE teachers         Ash = 15yrs Tim = 5yrs         Both former D-PETE students         Ash = P/T Tim = F/T    ...
Both former PE teachers         Ash = 15yrs Tim = 5yrs         Both former D-PETE students         Ash = P/T Tim = F/T    ...
Both former PE teachers         Ash = 15yrs Tim = 5yrs         Both former D-PETE students         Ash = P/T Tim = F/T    ...
Both former PE teachers         Ash = 15yrs Tim = 5yrs         Both former D-PETE students         Ash = P/T Tim = F/T    ...
I had more high school experience         but no PETE experience         Tim had less high school         experience but h...
data gatheringSaturday, 14 April 12
two substantial        reflective accountsSaturday, 14 April 12
250,000 wordsSaturday, 14 April 12
>900 entriesSaturday, 14 April 12
daily reflections written since        september 2009        >80 post-teaching reflections        written since September ...
these served as artifacts           “                                       - kelly, 2005, p. 112, our emphasisSaturday, 1...
these served as artifacts           “            re-establishing [of] contact with place                        must there...
Literature of place is text written as                        close to the immediacy of the moment                        ...
valid or trustworthy self-study?Saturday, 14 April 12
endeavoured to engage with four criteria           “            1. clear and detailed descriptions of data                ...
endeavoured to engage with four criteria           “            1. clear and detailed descriptions of data                ...
endeavoured to engage with four criteria           “            1. clear and detailed descriptions of data                ...
endeavoured to engage with four criteria           “            1. clear and detailed descriptions of data                ...
endeavoured to engage with four criteria           “            1. clear and detailed descriptions of data                ...
data analysisSaturday, 14 April 12
grounded theorySaturday, 14 April 12
“            draw out and                        then fix a concept”Saturday, 14 April 12
learning about teaching teachers  Becoming a  teacher educator                        Self-study                        Me...
learning about teaching teachers  Becoming a                                        a) From high school  teacher educator ...
our high school experiences     provided some important ideasSaturday, 14 April 12
yet fundamentally this still left     us frustrated and challengedSaturday, 14 April 12
19th July 2010                            - Ash’s reflective diarySaturday, 14 April 12
19th July 2010                        I need to take more                        responsibility for my                    ...
I assumed I could simply transfer        my practise from one setting to anotherSaturday, 14 April 12
in hindsight the challenges of transition                        should have been more obviousSaturday, 14 April 12
I had assumed - as had                        my employers - that my                        experience and PhD            ...
yet I still had to consider, or understand,        what my pedagogy of teacher eduction wasSaturday, 14 April 12
Tim recalled that...                        when I was teaching in schools,                        there was a real emphas...
he surmised that...           “                                 Placek, 1983Saturday, 14 April 12
he surmised that...           “            busy, happy                        and good”                                 Pl...
because                        ...today we sat and we talked                        for a long time. ..I am aware of      ...
14th december 2009                        I need to unlearn my                        teaching pedagogy and               ...
to unlearn my school teaching pedagogy              I had to manage the emerging, dominant and                   residual ...
I had to unlearn my                        expectation that a teacher                        educator modelled best       ...
26th january 2010                        challenge the way in which                        physical education was taught  ...
in a similar process of unlearning          tim was at times as frustrated as he had been             in his first year of...
like many beginning teachers his first concern        was if his students liked him rather than whether and        to what ...
...far too reliant on what                        his students thought of                        him as an indicator of   ...
...which in turn may have                        limited how he helped his                        students to challenge   ...
alternative analysisSaturday, 14 April 12
it could be suggested that as a high school teacher                  tim was uncritical of his teachingSaturday, 14 April 12
and only by considering the “literature of place”         has he come to reconsider his practices and form         the opi...
also although I made a number of references to the                         need to change                        I chose n...
“                        silverman, 2003Saturday, 14 April 12
“            while the experienced teacher                        might see and do things                        differentl...
therefore perhaps the context was just unfamiliar          and i continued to make judgements as a teacher        rather t...
learning about teaching teachers  Becoming a                                        a) From high school    b) from d-pete ...
two contrasting approaches...Saturday, 14 April 12
one in PETE     full timeSaturday, 14 April 12
one supported by PETE     part-timeSaturday, 14 April 12
unsurprisingly...Saturday, 14 April 12
two stories...Saturday, 14 April 12
Tim suggested that...           I undertook a PhD in curriculum studies and        teacher development but apart from my t...
I was left to my own devices to learn about                        the ways that        Teacher education theory and pract...
in contrast...Saturday, 14 April 12
I had no background in teacher             education from perspectives      related to either PETE or education generally....
My PhD program was never designed      to prepare me for a career in higher      education, as it was undertaken for      ...
11th september 2009                                 ash’s reflective diarySaturday, 14 April 12
11th september 2009                        moments of doubt strike me                        with regards to my complete  ...
11th september 2009                        [I am confident] in terms of my                        approach as a supervisor,...
an apparent “disconnect” between research and practice                        was a feature of my transition;       with o...
4th october 2009                              ash’s reflective diarySaturday, 14 April 12
4th october 2009                        what the most                        important part the job                       ...
site expectationsSaturday, 14 April 12
in many respects I was left to        learn how to be A teacher of teachersSaturday, 14 April 12
Tim was involved withSaturday, 14 April 12
Tim was involved with                          BTE                        Becoming a Teacher EducatorSaturday, 14 April 12
voluntary, non scholarly group        that stood apart from formal learningSaturday, 14 April 12
helped me to understand                        what might be required to be                          a new teacher educato...
6th july 2010                        Not only does [BTE] offer a way to stay                        connected socially with...
12th january 2012                        I felt that my experiences with BTE                        helped me really come ...
alternatively...Saturday, 14 April 12
I felt that through my PhD I had learned how to                     be an academic and an innovator               but not ...
alternative analysisSaturday, 14 April 12
given the significance of BTE it is important to question        how much of my “pedagogical reinterpretation”             ...
have the groups’ interpretations                               become mine?Saturday, 14 April 12
We may then consider whether the “silences” from my       doctoral program would have been as strong if my thesis         ...
We may then consider whether the “silences” from my       doctoral program would have been as strong if my thesis         ...
learning about teaching teachers  Becoming a                                        a) From high school    b) from d-pete ...
“                 Knowing teaching and schooling from                        the perspective of a researcher is           ...
however...Saturday, 14 April 12
while teaching                        experience is seen as                        important...Saturday, 14 April 12
experience teaching                        teachers is not...Saturday, 14 April 12
so we are left with a conundrum...Saturday, 14 April 12
we question what     experience is importantSaturday, 14 April 12
In what capacity   would you employ this man?Saturday, 14 April 12
Chicago employed him twiceSaturday, 14 April 12
Michael “Air” JordanSaturday, 14 April 12
Michael “Air” JordanSaturday, 14 April 12
was there an assumptionSaturday, 14 April 12
that he could transfer his skill setSaturday, 14 April 12
does pete make assumptions?Saturday, 14 April 12
that similar transition is                             easy to make?Saturday, 14 April 12
What skill set                        do we value?Saturday, 14 April 12
so we are facedSaturday, 14 April 12
HoustonSaturday, 14 April 12
“                        Houston                        we’ve had a problem”                                    - van der ...
“Do or Die”Saturday, 14 April 12
“Strike Out!”Saturday, 14 April 12
Thank YouSaturday, 14 April 12
References    Boyd, P., Harris, K., & Murray, J. (2007). Becoming a teacher educator: guidelines    for the induction of n...
Kemmis, S. & Grootenboer, P. (2008). Situating praxis in practice: Practice    architectures and the cultural, social and ...
Loughran, J. J. (2008). Toward a better understanding of teaching and learningabout teaching. In M. Cochran-Smith, S. Feim...
Samaras, A. P. & Freese, A. R. (2006). Self-study of teaching practices primer. NewYork: Peter Lang.Silverman, S. (2003). ...
van Velzen, C., van der Klink, M., Swennen, A., & Yaffe, E. (2010). The induction andneeds of beginning teacher educators,...
Woods, M. L., Goc Karp, G., & Judd, M. (2011). Search chair and physical educationteacher perceptions about filling PETE p...
Images      Slide Number      4, 5, 35, 164 – Michael Jordan from warezone.com      10 – JTPE image from Human kinetics   ...
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Changing sites, changing practice

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A presentation may at the American Educational Research Association conference in Vancouver on Saturday 14th April. It explores the transition that two teacher educators made from being teachers to teachers of teachers and challenges the expectation that prior experience is easily transferred from one context to another.

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Changing sites, changing practice

  1. 1. ashley casey University of Bedfordshire Tim Fletcher Memorial University of NewfoundlandSaturday, 14 April 12
  2. 2. Experiences of the transition from teacher to teacher educatorSaturday, 14 April 12
  3. 3. However...Saturday, 14 April 12
  4. 4. We want to start with a question?Saturday, 14 April 12
  5. 5. In what capacity would you employ this man?Saturday, 14 April 12
  6. 6. In what capacity would you employ this man? (Michael Jordan)Saturday, 14 April 12
  7. 7. Remember your answer...Saturday, 14 April 12
  8. 8. we’ll get back to it at the end...Saturday, 14 April 12
  9. 9. In a recent themed edition of...Saturday, 14 April 12
  10. 10. Saturday, 14 April 12
  11. 11. Past, present, and future of doctoral programs in physical education in the United States were considered…Saturday, 14 April 12
  12. 12. “ - van der mars (2011)Saturday, 14 April 12
  13. 13. “ Houston we’ve had a problem” - van der mars (2011)Saturday, 14 April 12
  14. 14. as a metaphor for D-PETE provisionSaturday, 14 April 12
  15. 15. d-PeteSaturday, 14 April 12
  16. 16. apollo 13Saturday, 14 April 12
  17. 17. refocus its prioritiesSaturday, 14 April 12
  18. 18. NASA suggestedSaturday, 14 April 12
  19. 19. got everyone home by adoptingSaturday, 14 April 12
  20. 20. “Do or Die”Saturday, 14 April 12
  21. 21. “ - van der mars (2011, p. 189)Saturday, 14 April 12
  22. 22. “ [DPETE must] use our expertise and creativity to make unprecedented adjustments and decisions about Doctoral-PETE’s future” - van der mars (2011, p. 189)Saturday, 14 April 12
  23. 23. using the same metaphorSaturday, 14 April 12
  24. 24. We suggest that while many important decisions were made (and will be made) from those in mission control (i.e. experienced PETE Faculty)Saturday, 14 April 12
  25. 25. others were made by the apollo crew...Saturday, 14 April 12
  26. 26. yet...Saturday, 14 April 12
  27. 27. We have not heard from those ‘who flew the shuttle’ (which in this metaphor is D-PETE students and junior faculty)Saturday, 14 April 12
  28. 28. Saturday, 14 April 12
  29. 29. Becoming a teacher educatorSaturday, 14 April 12
  30. 30. Becoming a teacher educator Self-study MethodologiesSaturday, 14 April 12
  31. 31. learning about teaching teachers Becoming a teacher educator Self-study MethodologiesSaturday, 14 April 12
  32. 32. learning about teaching teachers Becoming a a) From high school teacher educator Self-study MethodologiesSaturday, 14 April 12
  33. 33. learning about teaching teachers Becoming a a) From high school b) from d-pete teacher educator Self-study MethodologiesSaturday, 14 April 12
  34. 34. learning about teaching teachers Becoming a a) From high school b) from d-pete teacher educator Self-study conclusions MethodologiesSaturday, 14 April 12
  35. 35. In what capacity would you employ this man?Saturday, 14 April 12
  36. 36. Becoming a teacher educatorSaturday, 14 April 12
  37. 37. The purpose of this presentation is to... explore our experiences as a) high school physical education teachers b) D-PETE students and c) Junior faculty to consider how we developed...Saturday, 14 April 12
  38. 38. our pedagogies of teacher educationSaturday, 14 April 12
  39. 39. “ many researchers prepared through D-PETE go on to assume the roles of teacher educators” - ward, parker,Sinclair & Sutherland, 2011Saturday, 14 April 12
  40. 40. are we engaged in the preparation of PETE researchers rather than of the teacher educators that many go on to become?Saturday, 14 April 12
  41. 41. So does D-PETE recruitment occur at the detriment of teacher educations future?Saturday, 14 April 12
  42. 42. especially when... “ - Ward, PArker et al. 2011Saturday, 14 April 12
  43. 43. especially when... “ many [D-PETE faulty] reported that the requirement of teaching experience was often waived and easily substituted for non school- based experiences such as coaching” - Ward, PArker et al. 2011Saturday, 14 April 12
  44. 44. especially... “ when considering that pre- service teachers are as much influenced by who taught them as they are by the content of the teacher education curriculum” - Murray & Kosnick, 2011Saturday, 14 April 12
  45. 45. several papers in the themed edition “ reported on the desirability but not the necessity of prior teaching experience in PETE ” - Ward, PArker et al. 2011; Woods, Goc KArp, & Judd, 2011Saturday, 14 April 12
  46. 46. this is in stark contrast to general education “ many faculty see the ability to draw on prior teaching experience as an almost essential attribute of aspiring teacher educators.” - boyd, Harris, & Murray, 2007Saturday, 14 April 12
  47. 47. indeed... “ by exploring general education it is evident that many individuals who are now teacher educators were once classroom teachers” - Murray & Male, 2005; Williams & Ritter, 2010Saturday, 14 April 12
  48. 48. however, to date there has been little research on becoming a PETE faculty memberSaturday, 14 April 12
  49. 49. with one exception...Saturday, 14 April 12
  50. 50. Williamson (1993) undertook a study with five female beginning PeteSaturday, 14 April 12
  51. 51. “ - williamson, 1993, p. 199Saturday, 14 April 12
  52. 52. “ what and how [they] learned about becoming assistant professors...was more through a process of chance than design” - williamson, 1993, p. 199Saturday, 14 April 12
  53. 53. this notion is supported generally where... “ incidental and occasional learning is characteristic for beginning teacher educators.” - van valzen et al, 2010, p. 71Saturday, 14 April 12
  54. 54. We aim to extend Williamson’s (1993) study by exploring our experiencesSaturday, 14 April 12
  55. 55. Becoming a teacher educator Self-study MethodologiesSaturday, 14 April 12
  56. 56. firstly we acknowledge our position as researchers who are personally interested and invested in the self study of our own practicesSaturday, 14 April 12
  57. 57. “ Self-study is a field that opens up the complex world of teaching and learning about teaching in ways that can only be done by those who are participants in the work of teacher education” - Loughran, 2008, p. 1179Saturday, 14 April 12
  58. 58. The growth of self-study is such that is is now recognised as one of the largest AERA SIGSSaturday, 14 April 12
  59. 59. more than ten years ago... “ - Zeichner, 1999 (AERA vice-presidential address)Saturday, 14 April 12
  60. 60. more than ten years ago... “ contrary to the frequent images of the writings of teacher educators in the wider education research community as shallow, under-theorized, self- promotional, and inconsequential, much of this work has provided a deep and critical look at practices and structures in teacher education” - Zeichner, 1999 (AERA vice-presidential address)Saturday, 14 April 12
  61. 61. “ Self-study methodologies help teacher educators...to develop deeper awareness of how to construct strong pedagogical practice in the future” - Samaras & Freese, 2006Saturday, 14 April 12
  62. 62. “ Self-study should not only document what worked well but also, and more importantly, what was problematic, unexpected, and caused a shift in thinking and practice” - LaBoskey, 2004Saturday, 14 April 12
  63. 63. Laboskey’s characteristics of self-study “ - laboskey, 2004Saturday, 14 April 12
  64. 64. Laboskey’s characteristics of self-study “ a) self-initiated and focused b) improvement aimed c) interaction in terms of its process and potential products d) the use of multiple, primarily qualitative methods e) providing exemplar-based validation - laboskey, 2004Saturday, 14 April 12
  65. 65. Laboskey’s characteristics of self-study “ a) self-initiated and focused b) improvement aimed c) interaction in terms of its process and potential products d) the use of multiple, primarily qualitative methods e) providing exemplar-based validation - laboskey, 2004Saturday, 14 April 12
  66. 66. Laboskey’s characteristics of self-study “ a) self-initiated and focused b) improvement aimed c) interactive in terms of its process and potential products d) the use of multiple, primarily qualitative methods e) providing exemplar-based validation - laboskey, 2004Saturday, 14 April 12
  67. 67. Laboskey’s characteristics of self-study “ a) self-initiated and focused b) improvement aimed c) interaction in terms of its process and potential products d) uses multiple, primarily qualitative methods e) providing exemplar-based validation - laboskey, 2004Saturday, 14 April 12
  68. 68. Laboskey’s characteristics of self-study “ a) self-initiated and focused b) improvement aimed c) interaction in terms of its process and potential products d) the use of multiple, primarily qualitative methods e) provides exemplar-based validation - laboskey, 2004Saturday, 14 April 12
  69. 69. “ - mooney, 1957, p. 154Saturday, 14 April 12
  70. 70. “ any piece of research is accompanied by an inner and an outer drama where the researcher wrestles with his or her intimate experiences and in the traditions of science, tries to silence them.” - mooney, 1957, p. 154Saturday, 14 April 12
  71. 71. in contrast to this traditional approach we acknowledge that research is personalSaturday, 14 April 12
  72. 72. context...Saturday, 14 April 12
  73. 73. Both former PE teachers Ash = 15yrs Tim = 5yrs Both former D-PETE students Ash = P/T Tim = F/T Both junior faculty Ash = <3 yrs Tim = ,1 yrSaturday, 14 April 12
  74. 74. Both former PE teachers Ash = 15yrs Tim = 5yrs Both former D-PETE students Ash = P/T Tim = F/T Both junior faculty Ash = <3 yrs Tim = ,1 yrSaturday, 14 April 12
  75. 75. Both former PE teachers Ash = 15yrs Tim = 5yrs Both former D-PETE students Ash = P/T Tim = F/T Both junior faculty Ash = <3 yrs Tim = ,1 yrSaturday, 14 April 12
  76. 76. Both former PE teachers Ash = 15yrs Tim = 5yrs Both former D-PETE students Ash = P/T Tim = F/T Both junior faculty Ash = <3 yrs Tim = ,1 yrSaturday, 14 April 12
  77. 77. Both former PE teachers Ash = 15yrs Tim = 5yrs Both former D-PETE students Ash = P/T Tim = F/T Both junior faculty Ash = <3 yrs Tim = ,1 yrSaturday, 14 April 12
  78. 78. Both former PE teachers Ash = 15yrs Tim = 5yrs Both former D-PETE students Ash = P/T Tim = F/T Both junior faculty Ash = <3 yrs Tim = <1 yrSaturday, 14 April 12
  79. 79. I had more high school experience but no PETE experience Tim had less high school experience but his pete experience was more significantSaturday, 14 April 12
  80. 80. data gatheringSaturday, 14 April 12
  81. 81. two substantial reflective accountsSaturday, 14 April 12
  82. 82. 250,000 wordsSaturday, 14 April 12
  83. 83. >900 entriesSaturday, 14 April 12
  84. 84. daily reflections written since september 2009 >80 post-teaching reflections written since September 2008Saturday, 14 April 12
  85. 85. these served as artifacts “ - kelly, 2005, p. 112, our emphasisSaturday, 14 April 12
  86. 86. these served as artifacts “ re-establishing [of] contact with place must therefore be part of the self-study project. The means for doing this are to be found in such textual artefacts as church bells, personal memories, and most importantly in the literature of place” - kelly, 2005, p. 112, our emphasisSaturday, 14 April 12
  87. 87. Literature of place is text written as close to the immediacy of the moment as possible. The writer is subsequently able to partially recall the intimacy of these moments and reflect, again, on the actions they took.Saturday, 14 April 12
  88. 88. valid or trustworthy self-study?Saturday, 14 April 12
  89. 89. endeavoured to engage with four criteria “ 1. clear and detailed descriptions of data gathering 2. clear descriptions of how we constructed representations of our data 3. multiple ways of representing the same self-study 4. evidence of the value of the changes to our ways of being teacher educators. - feldman, 2003, pp. 27-28Saturday, 14 April 12
  90. 90. endeavoured to engage with four criteria “ 1. clear and detailed descriptions of data gathering 2. clear descriptions of how we constructed representations of our data 3. multiple ways of representing the same self-study 4. evidence of the value of the changes to our ways of being teacher educators. - feldman, 2003, pp. 27-28Saturday, 14 April 12
  91. 91. endeavoured to engage with four criteria “ 1. clear and detailed descriptions of data gathering 2. clear descriptions of how we constructed representations of our data 3. multiple ways of representing the same self-study 4. evidence of the value of the changes to our ways of being teacher educators. - feldman, 2003, pp. 27-28Saturday, 14 April 12
  92. 92. endeavoured to engage with four criteria “ 1. clear and detailed descriptions of data gathering 2. clear descriptions of how we constructed representations of our data 3. multiple ways of representing the same self-study 4. evidence of the value of the changes to our ways of being teacher educators. - feldman, 2003, pp. 27-28Saturday, 14 April 12
  93. 93. endeavoured to engage with four criteria “ 1. clear and detailed descriptions of data gathering 2. clear descriptions of how we constructed representations of our data 3. multiple ways of representing the same self-study 4. evidence of the value of the changes to our ways of being teacher educators. - feldman, 2003, pp. 27-28Saturday, 14 April 12
  94. 94. data analysisSaturday, 14 April 12
  95. 95. grounded theorySaturday, 14 April 12
  96. 96. “ draw out and then fix a concept”Saturday, 14 April 12
  97. 97. learning about teaching teachers Becoming a teacher educator Self-study MethodologiesSaturday, 14 April 12
  98. 98. learning about teaching teachers Becoming a a) From high school teacher educator Self-study MethodologiesSaturday, 14 April 12
  99. 99. our high school experiences provided some important ideasSaturday, 14 April 12
  100. 100. yet fundamentally this still left us frustrated and challengedSaturday, 14 April 12
  101. 101. 19th July 2010 - Ash’s reflective diarySaturday, 14 April 12
  102. 102. 19th July 2010 I need to take more responsibility for my teaching. - Ash’s reflective diarySaturday, 14 April 12
  103. 103. I assumed I could simply transfer my practise from one setting to anotherSaturday, 14 April 12
  104. 104. in hindsight the challenges of transition should have been more obviousSaturday, 14 April 12
  105. 105. I had assumed - as had my employers - that my experience and PhD were enough to allow me to excel in PETE.Saturday, 14 April 12
  106. 106. yet I still had to consider, or understand, what my pedagogy of teacher eduction wasSaturday, 14 April 12
  107. 107. Tim recalled that... when I was teaching in schools, there was a real emphasis on quick transitions between activities, having students being physical active for as much of the class as possible, and generally keeping the class busy. first couple of lessons in his primary PE pre-service programSaturday, 14 April 12
  108. 108. he surmised that... “ Placek, 1983Saturday, 14 April 12
  109. 109. he surmised that... “ busy, happy and good” Placek, 1983Saturday, 14 April 12
  110. 110. because ...today we sat and we talked for a long time. ..I am aware of classes in school being active places/situations, however, to convey this, maybe I don’t need to model this all the time. first couple of lessons in his primary PE pre-service programSaturday, 14 April 12
  111. 111. 14th december 2009 I need to unlearn my teaching pedagogy and try and understand how the new environment works. Ash’s reflective diarySaturday, 14 April 12
  112. 112. to unlearn my school teaching pedagogy I had to manage the emerging, dominant and residual processes of my teachingSaturday, 14 April 12
  113. 113. I had to unlearn my expectation that a teacher educator modelled best practice and had to learn instead how to be an “asker of questions”Saturday, 14 April 12
  114. 114. 26th january 2010 challenge the way in which physical education was taught at university...yet there’s a considerable distance between what I would like to be and what I currently deliver. Ash’s reflective diarySaturday, 14 April 12
  115. 115. in a similar process of unlearning tim was at times as frustrated as he had been in his first year of high school teachingSaturday, 14 April 12
  116. 116. like many beginning teachers his first concern was if his students liked him rather than whether and to what extent they were learning about teaching PE.Saturday, 14 April 12
  117. 117. ...far too reliant on what his students thought of him as an indicator of good PETE teaching...Saturday, 14 April 12
  118. 118. ...which in turn may have limited how he helped his students to challenge their assumptions about teaching PE.Saturday, 14 April 12
  119. 119. alternative analysisSaturday, 14 April 12
  120. 120. it could be suggested that as a high school teacher tim was uncritical of his teachingSaturday, 14 April 12
  121. 121. and only by considering the “literature of place” has he come to reconsider his practices and form the opinion that his previous pedagogy was flawedSaturday, 14 April 12
  122. 122. also although I made a number of references to the need to change I chose not toSaturday, 14 April 12
  123. 123. “ silverman, 2003Saturday, 14 April 12
  124. 124. “ while the experienced teacher might see and do things differently or more intuitively than someone with little or no experience, these responses are inherently context specific.” silverman, 2003Saturday, 14 April 12
  125. 125. therefore perhaps the context was just unfamiliar and i continued to make judgements as a teacher rather than seeking answers as a teacher educator.Saturday, 14 April 12
  126. 126. learning about teaching teachers Becoming a a) From high school b) from d-pete teacher educator Self-study MethodologiesSaturday, 14 April 12
  127. 127. two contrasting approaches...Saturday, 14 April 12
  128. 128. one in PETE full timeSaturday, 14 April 12
  129. 129. one supported by PETE part-timeSaturday, 14 April 12
  130. 130. unsurprisingly...Saturday, 14 April 12
  131. 131. two stories...Saturday, 14 April 12
  132. 132. Tim suggested that... I undertook a PhD in curriculum studies and teacher development but apart from my thesis study, had little focus on physical education.Saturday, 14 April 12
  133. 133. I was left to my own devices to learn about the ways that Teacher education theory and practice applied to PETE contexts.Saturday, 14 April 12
  134. 134. in contrast...Saturday, 14 April 12
  135. 135. I had no background in teacher education from perspectives related to either PETE or education generally.Saturday, 14 April 12
  136. 136. My PhD program was never designed to prepare me for a career in higher education, as it was undertaken for the sole purpose of helping me in my ongoing aim of being a better high school physical educator.Saturday, 14 April 12
  137. 137. 11th september 2009 ash’s reflective diarySaturday, 14 April 12
  138. 138. 11th september 2009 moments of doubt strike me with regards to my complete lack of experience in this area [of teacher education]. ash’s reflective diarySaturday, 14 April 12
  139. 139. 11th september 2009 [I am confident] in terms of my approach as a supervisor, my knowledge of action research and physical education, and my ability to help these students develop and learn. ash’s reflective diarySaturday, 14 April 12
  140. 140. an apparent “disconnect” between research and practice was a feature of my transition; with one not necessarily informing the other.Saturday, 14 April 12
  141. 141. 4th october 2009 ash’s reflective diarySaturday, 14 April 12
  142. 142. 4th october 2009 what the most important part the job really is? ash’s reflective diarySaturday, 14 April 12
  143. 143. site expectationsSaturday, 14 April 12
  144. 144. in many respects I was left to learn how to be A teacher of teachersSaturday, 14 April 12
  145. 145. Tim was involved withSaturday, 14 April 12
  146. 146. Tim was involved with BTE Becoming a Teacher EducatorSaturday, 14 April 12
  147. 147. voluntary, non scholarly group that stood apart from formal learningSaturday, 14 April 12
  148. 148. helped me to understand what might be required to be a new teacher educatorSaturday, 14 April 12
  149. 149. 6th july 2010 Not only does [BTE] offer a way to stay connected socially with other students interested in teacher education … but it also gives me a place where I can report back about my own successes and challenges that I experience in my role as a beginning teacher educator. tim’s reflectionsSaturday, 14 April 12
  150. 150. 12th january 2012 I felt that my experiences with BTE helped me really come to think of myself as a teacher educator, and with the communities that I am engaging with (such as S-STEP and PE SIGs at AERA and CSSE) tim’s reflectionsSaturday, 14 April 12
  151. 151. alternatively...Saturday, 14 April 12
  152. 152. I felt that through my PhD I had learned how to be an academic and an innovator but not about PETE or what my PETE pedagogy might look like or beSaturday, 14 April 12
  153. 153. alternative analysisSaturday, 14 April 12
  154. 154. given the significance of BTE it is important to question how much of my “pedagogical reinterpretation” has been shaped by this groupSaturday, 14 April 12
  155. 155. have the groups’ interpretations become mine?Saturday, 14 April 12
  156. 156. We may then consider whether the “silences” from my doctoral program would have been as strong if my thesis hadn’t explored pedagogical and curricular change but had instead been investigating, for example, teaching pre-service teachers about using models-based practice in physical education?Saturday, 14 April 12
  157. 157. We may then consider whether the “silences” from my doctoral program would have been as strong if my thesis hadn’t explored pedagogical and curricular change but had instead been investigating, for example, teaching pre-service teachers about using models-based practice in physical education?Saturday, 14 April 12
  158. 158. learning about teaching teachers Becoming a a) From high school b) from d-pete teacher educator Self-study conclusions MethodologiesSaturday, 14 April 12
  159. 159. “ Knowing teaching and schooling from the perspective of a researcher is fundamentally different than experiencing teaching and schooling from the inside. If the trend is to admit students without teaching experiences should it be provided once a student is admitted to a doctoral program?” - ward, parker et al, 2011, p.150Saturday, 14 April 12
  160. 160. however...Saturday, 14 April 12
  161. 161. while teaching experience is seen as important...Saturday, 14 April 12
  162. 162. experience teaching teachers is not...Saturday, 14 April 12
  163. 163. so we are left with a conundrum...Saturday, 14 April 12
  164. 164. we question what experience is importantSaturday, 14 April 12
  165. 165. In what capacity would you employ this man?Saturday, 14 April 12
  166. 166. Chicago employed him twiceSaturday, 14 April 12
  167. 167. Michael “Air” JordanSaturday, 14 April 12
  168. 168. Michael “Air” JordanSaturday, 14 April 12
  169. 169. was there an assumptionSaturday, 14 April 12
  170. 170. that he could transfer his skill setSaturday, 14 April 12
  171. 171. does pete make assumptions?Saturday, 14 April 12
  172. 172. that similar transition is easy to make?Saturday, 14 April 12
  173. 173. What skill set do we value?Saturday, 14 April 12
  174. 174. so we are facedSaturday, 14 April 12
  175. 175. HoustonSaturday, 14 April 12
  176. 176. “ Houston we’ve had a problem” - van der mars (2011)Saturday, 14 April 12
  177. 177. “Do or Die”Saturday, 14 April 12
  178. 178. “Strike Out!”Saturday, 14 April 12
  179. 179. Thank YouSaturday, 14 April 12
  180. 180. References Boyd, P., Harris, K., & Murray, J. (2007). Becoming a teacher educator: guidelines for the induction of newly appointed lecturers in initial teacher education. Bristol: Higher Education Academy. Feldman, A. (2003). Validity and quality in self-study. Educational Researcher, 32(3): 26-28. Graham, R. J. (1989). Autobiography and education. Journal of Educational Thought, 23(2): 92-105. Kelly, T. (2005). Truth and fiction: seeing our rural selves. In. C. Mitchell, S. Weber, & O’Reilly-Scanlon (eds.) Just who do we think we are?: Methodologies for autobiography and self-study in teaching. (pp. 111-120). London: RoutledgeFalmer.Saturday, 14 April 12
  181. 181. Kemmis, S. & Grootenboer, P. (2008). Situating praxis in practice: Practice architectures and the cultural, social and material conditions for practice. In S. Kemmis, & T. Smith (eds.) Enabling praxis: Challenges for education (pp. 37-62). Rotterdam: Sense. Murray, J. & Kosnik, C. (2011). Academic work and identities in teacher education. Journal of Education for Teaching, 37(3): 243-246. Murray, J. & Male, T. (2005). Becoming a teacher educator: Evidence from the field. Teaching & Teacher Education, 21(2): 125-142. LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. Loughran, M.L. Hamilton, V. LaBoskey, & T. Russell (eds.), International handbook of self-study of teaching and teacher education practices (pp. 817-869). Dordrecht: Kluwer.Saturday, 14 April 12
  182. 182. Loughran, J. J. (2008). Toward a better understanding of teaching and learningabout teaching. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre & K. E. Demers(Eds.). Handbook of research on teacher education. 3rd ed. (pp. 1177-1182) NewYork: Routledge.Mooney, R.L. (1957). The researcher himself. In Research for curriculumimprovement, Association for Supervision and Curriculum Development, 1957yearbook (pp. 154-186). Washington, DC: Association for Supervision andCurriculum Development.Placek, J. (1983). Conceptions of success in teaching: Busy, happy, and good? In T. J.Templin & J. Olson (Eds.). Teaching in physical education. (pp. 45-56). Champaign, IL:Human Kinetics.Saturday, 14 April 12
  183. 183. Samaras, A. P. & Freese, A. R. (2006). Self-study of teaching practices primer. NewYork: Peter Lang.Silverman, S. (2003). The role of teaching in the preparation of future faculty.Quest, 55(1): 72-81.van der Mars, H. (2011). Reflecting on the state of U.S. Doctoral PETE programs…“Houston, we’ve had a problem.” Journal of Teaching in Physical Education, 30(2):189-208.Ward, P., Parker, M., Sutherland, S. & Sinclair, C. (2011). A critical examination ofthe curriculum of physical education teacher education doctoral programs.Journal of Teaching in Physical Education, 30(4): 145-156.Saturday, 14 April 12
  184. 184. van Velzen, C., van der Klink, M., Swennen, A., & Yaffe, E. (2010). The induction andneeds of beginning teacher educators, Professional Development in Education,36(1-2): 61-75.Williams, J. & Ritter, J. K. (2010). Constructing new professional identities throughself-study: From teacher to teacher educator. Professional Development inEducation, 36(1): 77-92.Williamson, K. M. (1993). A qualitative study on the socialization of beginningphysical education teacher educators. Research Quarterly for Exercise & Sport,64(2): 188-201.Saturday, 14 April 12
  185. 185. Woods, M. L., Goc Karp, G., & Judd, M. (2011). Search chair and physical educationteacher perceptions about filling PETE positions. Journal of Teaching in PhysicalEducation, 30(4): 129-144.Zeichner, K. M. (1999). The new scholarship in teacher education. EducationalResearcher, 28(9): 4-15Saturday, 14 April 12
  186. 186. Images Slide Number 4, 5, 35, 164 – Michael Jordan from warezone.com 10 – JTPE image from Human kinetics 13, 173 – Apollo capsule image from universetoday.com 16, 17 – Apollo from space image from nasa 18, 19, 20, 174 – ground control 1 image from starling-fitness.com 23, 24, 25 – ground control 2 image from en.wikipedia.org 26, 27 – moon free image from computer 99, 100 – School by Jibby! on Flickr 166, 172 – basketball Jordan from shareyourwallpaper.com 167, 175 – Baseball Jordan from framework.latimes.comSaturday, 14 April 12

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