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© 2008

Powerful Pedagogy

Self-Study of a Teacher Educator's Practice

Book

Part of the Self-Study of Teaching and Teacher Education Practices book series (STEP, volume 6)

Table of contents

  1. Front Matter
    Pages i-xxvi
  2. Researching Teaching in Teacher Education

  3. Learners Learning

  4. Powerful Pedagogy

  5. Back Matter
    Pages 181-208

About this book

Introduction

Powerful Pedagogy: Self-Study of a Teacher Educator’s Practice is the outcome of the author’s systematically questioning her assumptions about teaching and, in various ways, gives voice to the many individuals who have had an impact on the development of the author’s pedagogy as a mathematics teacher educator. Using self-study as both a lens and a methodology to research her practice over the past three years, the author examines the impact of reflection and reflective practice in pre-service teacher education; voice, silence and that which remains "unsaid"; the ways in which teacher identities emerge and develop, and the role of authority and power in learning about teaching.

Pedagogy refers to the synergistic relationship which exists between learning and teaching - one informs and is impacted by the other. For me then, Powerful Pedagogy reflects the need to see teaching in new ways and to do so by placing inquiry at the centre of learning about the intricacies of teaching about teaching. Powerful Pedagogy is a "how-to-see-teaching-differently" book; one which identifies and raises for scrutiny and critique, the markers which help the learning about teaching as one attempts to enact a pedagogy of teacher education.

Professor John Loughran, Foundation Chair, Curriculum & Professional Practice Associate Dean Faculty of Education Monash University (2007).

Keywords

assumption hunting learning pre-service teacher learning reflective practice self-study teacher educator practice teaching

Authors and affiliations

  1. 1.University of BallaratAustralia

Bibliographic information

Reviews

“An important methodological innovation is her particular method for using assumptions. Her strategy of “assumption hunting” and “assumption unpacking” are new and insightful tools for self-study scholars that can help researchers move from local knowledge to knowledge that can inform the discipline of teacher education learning.
Robyn’s use of Roundtable Reflection guided by the ALACT reflection process, her critical incident reports, and her multiple perspectives tasks are tools that should become part of the methodological toolbelt of any scholar attempting self-study research.” Professor Stefinee Pinnegar, Brigham Young University, USA

There are few studies that explore the teacher educator’s experience from this intimate, qualitative position, particularly in regard to the interaction between the teacher educator and the teacher education students. Still fewer studies explore the teaching of mathematics. This combination of important issues with this particular methodology suggest that this work will be a strong contribution to the knowledge base.” Professor M. Hamilton, Kansas University, USA

“Pedagogy refers to the synergistic relationship which exists between learning and teaching - one informs and is impacted by the other. For me then, Powerful Pedagogy reflects the need to see teaching in new ways and to do so by placing inquiry at the centre of learning about the intricacies of teaching about teaching. Powerful Pedagogy is a "how-to-see-teaching-differently" book; one which identifies and raises for scrutiny and critique, the markers which help the learning about teaching as one attempts to enact a pedagogy of teacher education.” Professor John Loughran, Foundation Chair, Curriculum & Professional Practice Associate Dean Faculty of Education Monash University (2007)