Pedagogical confrontations as a lens for reflective practice in teacher education

• Wendy Moran ^[1] ; Robyn Brandenburg ^[2] ; Sharon McDonough ^[2]
  1. [1] Australian Catholic University

     Australian Catholic University

     Australia

     
  2. [2] Federation University

     Federation University

     Australia

     
• Localización: Search and research [Recurso electrónico]: teacher education for contemporary contexts / coord. por Juan José Mena Marcos, Ana García-Valcárcel Muñoz-Repiso, Francisco José García Peñalvo, Marta Martín del Pozo, 2017, ISBN 978-84-9012-769-8, págs. 149-158
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Being a teacher educator is complex and “sophisticated business”. Extant literature reveals that reflective practice plays an integral role in understanding teacher educators’ work. This paper focuses on pedagogical confrontations as a lens for reflective practice to reveal the complexity of teacher educators’ work. The term ‘pedagogical confrontations’ (PCs) signifies incidents, interactions or events in teaching which cause us to pause and critically examine our practice. In this research we examine the context, descriptions and responses of participant-identified pedagogical confrontations. Through independent and collaborative analysis of the confrontations we identify three key themes: 1) Professional roles; 2) The importance of relationships; and 3) The changing nature of universities and teacher education. Using PCs as a lens for reflective practice reveals the relationship between one’s values and pedagogical practices and we contend that recognition and deeper knowledge of this relationship leads to richer understandings of teacher educators’ work.