Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/10773
Title: Exploring the Pedagogy Associated with Transformational Learning in the Initial Teacher Education Context
Contributor(s): Hathaway, Tanya (author); Rush, Linda (author)
Publication Date: 2011
Handle Link: https://hdl.handle.net/1959.11/10773
Abstract: The highly regulated practice of Initial Teacher Education (ITE) in the UK represents an area of learning in higher education that is characterised by traditional pedagogies that are often functionally driven and instrumentally oriented. This is incongruent with the reality of the school environment, which requires teachers to be adaptive learners, self-motivating, and self-determining in respect of their initial, early, and continuing professional development. Here a signature pedagogy of partnership is offered that represents a paradigm shift in thinking about teacher learning, repositioning the focus of learning from content to concepts and towards a vision in which key learning dispositions and capacities are fore grounded. Underpinning this pedagogy is the notion of transformational learning and its epistemological foundations for ways of knowing and understanding the 'classroom'. This vision builds on research investigating the conceptions of trainee teachers, academics and professionals in an ITE partnership concerning the promotion of subject knowledge for teaching. Initial findings have revealed three hierarchically inclusive pedagogies associated with teacher learning: teacher replication in practice, teacher formation and teacher transformation. The affordances and constraints of an ITE pedagogy and architectural design aligned with transformational learning in which a willingness to engage in, persist with and comprehend challenging tasks and concepts in an 'uncomfortable time of uncertainty', is one which is elaborated here. Key partnership practices and learning designs are identified that promote the learning dispositions and capacities characteristic of effective teachers in the 21 st Century.
Publication Type: Conference Publication
Conference Name: 7th International Conference on Education (ICE), Samos Island, Greece, 7th - 9th July, 2011
Conference Details: 7th International Conference on Education (ICE), Samos Island, Greece, 7th - 9th July, 2011
Source of Publication: Proceedings of the 7th International Conference on Education, v.2, p. 414-420
Publisher: National and Kapodistrian University of Athens
Place of Publication: Athens, Greece
ISSN: 1792-3859
Field of Research (FOR): 130313 Teacher Education and Professional Development of Educators
130103 Higher Education
130105 Primary Education (excl Maori)
HERDC Category Description: E2 Non-Refereed Scholarly Conference Publication
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