This document summarizes research conducted on preservice teacher education programs and beginning teachers. The research identified seven priorities for teacher education based on data analysis, including program planning, pupil assessment, classroom organization/management, inclusive education, subject knowledge, professional identity, and vision for teaching. Advice is provided for longitudinal research, such as being prepared for deep effects, allowing flexibility, working with a team, connecting with others, and starting to write and implement findings early.

1. Forum 2
Integrative project I
Andrea Naranjo
Daysi Pachacama

2. 
The mistake was in thinking
that disciplines of education could explain
educational influences in learning
disciplines of education, individually or in
any combination, could explain an
individual’s
educational influence
disciplines approach because it was
constituted by the philosophy, psychology,
sociology and history of education, was
mistaken
Living Theory Methodology in Improving
Educational Practice

3. 
.
Would be replaced by principles with
more fundamental, theoretical
justification.
Rationally defensible practical
principles,
Practical experience
practical experience and have as their
justification the results of individual
activities and practices
included, principles justified in this
way have until recently been
regarded as at best pragmatic maxims

4. 
transformatory educational
practices
The power
relations that
reproduce
social
formations
are living the
values of
inclusionality
multi-cultural and
postcolonial
influences
beginning to question
the power relations that
sustain unjust privileges
languages that sustain
what counts as
knowledge in the
western academies

5. 
insights from
propositional
and dialectical
theories. I
living theory
methodology with the
evolution of
the implications
epistemological
understandings
to include
dialectics
The Research Question(s) that Emerged from
the Context

6. 
The idea that individuals experience
problems can be seen as working with a
deficit model
Awareness of the importance of
improving practices is grounded in a
passion to see values of freedom, justice,
compassion, respect for persons, love and
democracy
modifying the
concerns, ideas and
actions in the light
of the evaluations
emphasizing the
importance of
“loving what I am
doing
evaluating the
influence of the
actions
Others can help in
developing this
public recognition

7. 
 produced an initial report on the project to explain
our learning in.
 reconstructed the report from the original data I had
collected with the teachers.
 their own educational practices,
 (b) their understanding of these practices,
 (c) the situations in which the practices are carried
out.

8. 
 This chapter seeks to contextualizeattitude of “responsibility”
through identifying and interrogating taken-for-granted
assumptions about learning and teaching.
 In this chapter is reveal how self-study methodology enabled
deeper readings of data and prompted the creation of new
techniques to gather further data, and finally, discuss some
possible implications for teacher educators.
Assumption Interrogation: An Insight
into a Self-Study Researcher’s
Pedagogical Frame

9. 
The Learning Context
The purpose of self-study
is to improve the practice,
Thus, the aim for teacher
educators involved in self-
study is to better
understand, facilitate, and
articulate the teaching-
learning process.
This research was
undertaken over a period
of 3 years
Learning and Teaching
Mathematics Units of the
Bachelor of Education at
the University of
Ballarat, a regional
university in Australia
The average cohort size
was 85 preservice teachers
and all preservice teachers

10. 
 The theoretical frame combines the concepts of
dispositions for reflective practice, namely attitudes and
hunting and interrogating assumptions.
 One aim of this chapter is to demonstrate how research
outcomes raised questions about responsibility, especially
when the outcomes were not as one anticipated.
 Prescriptive assumption was grounded in the
paradigmatic assumption that the promotion of critical
thinking in teacher education is integral to educational,
social, moral and academic advancement
Theoretical Position

11.  The Roundtable Reflection on practice wastherefore underpinned by the
following assertions:
1. Roundtable Reflection (RR) provided opportunities for preservice
teachers/ teacher educator to make sense of experience/s in a
supportive environment;
2. Preservice teachers generated discussion by raising issues related to their
experience;
3. The role of the teacher educator was to introduce the session, clarify the
framework and consciously refrain from dominating discussion;
4. All preservice teachers were provided with an opportunity to raise an
issue, and hence, encourage development of their voice
5. Learning outcomes were not predetermined;
6. Learning/s were made explicit;
7. Opinions were respected; and,
8. References were made to the ALACT model of reflective practice
(Inner/Outercycle).
Roundtable Reflection: Learning
Through Reflective Inquiry

12.  opportunities to
verbally reflect on
their professional
teaching
experiences
established to address what
we had defined as
limitations to learning
structure was
developed as a
response to
preservice
teachers

13. 
 To examine the impact of reflection in and on
practice was implemented self-study as a
methodology. a reflection was offered on the self-
study research process which proved to be an
effective process for eliciting more about the
complexities of teaching and contributed to
developing teacher educator pedagogy. Responding
to critical interactions, feedback and roundtable data
enabled me to reframe, create and modify my
approach to teaching so that learning in my
mathematics units became more effective.
Description and Analysis of a Data Thread

14. Preservice
teachers
were expressing their
learning using the
written and oral
techniques as
conduits
assumptions were
being challenged as a
result of this process
self-study as a
research
methodology
Analyzing data in a
systematic and
ongoing way allowed
make modifications
and adaptations to
practices which I
then anticipated
Freewrites and Critical Incident
Questionnaires

15. 
During the
Preservice Program
survey all elementary
student teachers.
multiple choice and open-
ended questions, asked,
among other things
Interviewing the
Instructors
inquired about their
approach to their literacy
courses, theoreti-cians
As we analyzed the data,
we could not help but
constantly compare the
instructors’ practices to
our own. This led to us
doing a self-study
Research Process

16. 
 Research goals, were a problem to develop interview
questions to match them. Since we were not sure what we
were looking for or how to ask a question about the links
between their preservice program and their practice
without being too leading, our interview questions were
often broad (e.g., how do you go about planning your
literacy program?) while at other times very specific.
Furthermore, recognizing that beginning teachers are
overworked and often disappointed with the gap
between their ideals and their practices, we were
extremely sensitive about the questions we asked
Studying the Beginning
Teachers

17. 
The plan to examine
the influence of the
preservice program on
beginning teachers
the teachers became
more positive about
their preservice
programs and seemed
improving the programs
were more concrete
and realistic
Analyzing the Data on the
New Teachers
account for and
conceptualize
these
relationships at a
higher level of
abstraction
Secondly, find relationships
between these categories. This
second set of codes which are
called theoretical/axial are to
interconnect the main
substantive codes
Initially identify conceptual
categories. This is done
through open coding

18. 
 By the beginning of the teachers’ third year of teaching, our data analysis led us
to identify seven priorities for teacher education that we see as foundational for
ourtheory:
 Program planning
 Pupil assessment
 Classroom organization, management, and community
 Inclusive education
 Subject knowledge
 Professional identity
 Vision for teaching
 Identifying these priorities for teacher education was a turning point for the
research process because we were no longer trying to figure out what we
should be looking for; we now had a structure or framework and knew the
areas to pursue in our next round of data gathering.
Initial Findings: Seven Priorities for
Teacher Education

19. 
 Advices to researchers who want to conduct longitudinal research:
 Be prepared to be deeply affected by the research
 Be open to adding some research processes and deleting others
 Work with a team
 Create a community for the research team
 Ask for advice
 Keep reading the literature
 Connect with colleagues in other universities
 Start writing about your findings – and implementing them – as soon as
possible, and certainly before the data gathering is complete
 Follow beginning teachers beyond their first year of teaching, preferably for
at least 3 years
 And, do not despair; the research will be difficult but very rewarding.
advice to researchers