Disruptive Design in Pre-Service Teacher Education: Uptake, Participation, and Resistance

Autor/inn/en	Anderson, Janice L.; Justice, Julie E.
Titel	Disruptive Design in Pre-Service Teacher Education: Uptake, Participation, and Resistance
Quelle	In: Teaching Education, 26 (2015) 4, S.400-421 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2015.1034679
Schlagwörter	Preservice Teacher Education; Learning Experience; Methods Courses; Undergraduate Students; Elementary School Curriculum; Social Media; Instructional Innovation; Curriculum Design; Social Networks; Transcripts (Written Records); Interviews; Epistemology; Communities of Practice; Resistance to Change; Teaching Methods; Educational Change; Educational Practices; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lernerfahrung; Methodisch-didaktische Anleitung; Soziale Medien; Educational Innovation; Bildungsinnovation; Lehrplangestaltung; Social network; Soziales Netzwerk; Interviewing; Interviewtechnik; Erkenntnistheorie; Community; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Bildungspraxis; Unterrichtserfolg
Abstract	This paper begins the exploration of disruption as an analytical construct that allows for the investigation of how individual learning and changes in local practice mutually influence the other within a purposefully designed learning context. We seek to describe the types of learning experiences that emerged using disruptive pedagogies and tools within a series of methods courses in an undergraduate elementary teacher education program. The intent of the designed context was to disrupt the traditional practices of teacher education courses by creating a participatory environment where students participated in the creation of course content through their engagement with social media and each other. We define disruption as an innovation that requires students to challenge or change their epistemologies and participation in their learning. This paper addresses a designed disruption that was created in the context of an elementary methods course. The results demonstrated diverse consequences for participants, their activity, and our understanding of their learning. These findings provide a starting point for examining the implications of disruptive practices within pre-service teacher education programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01