Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/10773
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dc.contributor.authorHathaway, Tanyaen
dc.contributor.authorRush, Lindaen
local.source.editorEditor(s): Chrysovaladis Prachaliasen
dc.date.accessioned2012-07-20T12:10:00Z-
dc.date.issued2011-
dc.identifier.citationProceedings of the 7th International Conference on Education, v.2, p. 414-420en
dc.identifier.isbn9789604660810en
dc.identifier.isbn9789604660803en
dc.identifier.issn1792-3859en
dc.identifier.urihttps://hdl.handle.net/1959.11/10773-
dc.description.abstractThe 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.en
dc.languageenen
dc.publisherNational and Kapodistrian University of Athensen
dc.relation.ispartofProceedings of the 7th International Conference on Educationen
dc.titleExploring the Pedagogy Associated with Transformational Learning in the Initial Teacher Education Contexten
dc.typeConference Publicationen
dc.relation.conferenceICE 2011: 7th International Conference on Educationen
dc.subject.keywordsPrimary Education (excl Maori)en
dc.subject.keywordsTeacher Education and Professional Development of Educatorsen
dc.subject.keywordsHigher Educationen
local.contributor.firstnameTanyaen
local.contributor.firstnameLindaen
local.subject.for2008130313 Teacher Education and Professional Development of Educatorsen
local.subject.for2008130103 Higher Educationen
local.subject.for2008130105 Primary Education (excl Maori)en
local.subject.seo2008930103 Learner Developmenten
local.subject.seo2008930202 Teacher and Instructor Developmenten
local.subject.seo2008930201 Pedagogyen
local.profile.schoolAdministrationen
local.profile.schoolLearning and Teachingen
local.profile.emailthathawa@une.edu.auen
local.profile.emailrushl@hope.ac.uken
local.output.categoryE2en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20120719-122421en
local.date.conference7th - 9th July, 2011en
local.conference.placeSamos Island, Greeceen
local.publisher.placeAthens, Greeceen
local.format.startpage414en
local.format.endpage420en
local.identifier.volume2en
local.contributor.lastnameHathawayen
local.contributor.lastnameRushen
dc.identifier.staffune-id:thathawaen
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:10968en
dc.identifier.academiclevelAcademicen
local.title.maintitleExploring the Pedagogy Associated with Transformational Learning in the Initial Teacher Education Contexten
local.output.categorydescriptionE2 Non-Refereed Scholarly Conference Publicationen
local.conference.detailsICE 2011: 7th International Conference on Education, Samos Island, Greece, 7th - 9th July, 2011en
local.search.authorHathaway, Tanyaen
local.search.authorRush, Lindaen
local.uneassociationUnknownen
local.year.published2011en
local.date.start2011-07-07-
local.date.end2011-07-09-
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