Experienced teacher educators hunting assumptions to examine their pedagogy

An international collaborative study

Bibliographic Data

ID22166165
AuthorsRobyn Brandenburg (0000-0002-2903-8980, Federation University, corresponding author), Dawn Garbett (0000-0002-2552-771X, University of Auckland), Alan Patrick Ovens (0000-0003-3017-0935, University of Auckland), Lynn Thomas (Université de Sherbrooke)
Year2023
Volume7
Publication date2023-01-18
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2022.1036718
OpenAlexW4317036942
LanguageEN
References cited11

The research presented in this article focuses on an international collaboration conducted by four experienced teacher educators who used assumption identification and examination to advance pedagogical practice. It describes and examines how teacher educators deliberately undertook reflective practices to inform and enhance teaching. Four vignettes are described and analyzed— Practica woes and Modelling practice —and examined using the simple, complicated, and complex teaching framework. The key outcomes include the impact and role of assumption definition, identification, and examination as powerful reflective tools. Researching practice in teacher education is an effective way to advance pedagogical knowledge and practice and a disposition of inquiry is necessary to enhance knowledge at all stages of teacher educator experience. This international collaboration highlights the importance of problematizing teaching, continually inquiring into and interrogating practice and grasping the teachable moments

Best practice · Disposition · Mathematics education · Pedagogy · Political science · Sociology · Teachable moment · Teacher education · Teacher Preparation · Collaborative Teaching and Inclusion · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies

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Open DOIOpen Access