Changing Pedagogical Practice in Teacher Education: Negotiating the Spaces between Realism and Relativism

Autor/in	Major, Jae
Titel	Changing Pedagogical Practice in Teacher Education: Negotiating the Spaces between Realism and Relativism
Quelle	In: Studying Teacher Education, 7 (2011) 3, S.249-262 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
Schlagwörter	National Curriculum; Teacher Education; Realism; Inquiry; Active Learning; Foreign Countries; Teacher Educators; Preservice Teacher Education; Primary Education; Research Projects; New Zealand + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Realismus; Aktives Lernen; Ausland; Teacher education; Education; Lehramtsstudiengang; Primarbereich; Forschungsvorhaben; Neuseeland
Abstract	This article reports a self-study from a larger research project that explored the impact on pre-service and in-service teacher education of a new national curriculum in New Zealand and the conceptualisations of epistemological shifts signalled by that document. A pedagogical initiative to introduce inquiry-based learning into a graduate diploma course for pre-service primary teachers was the result of and the catalyst for further reflection on my practice and the (mis)alignments between my theoretical understandings and beliefs and my pedagogical choices. In this article I focus on the tensions and contradictions I encountered while attempting to enact, in a tertiary environment, a pedagogy that aligned with the underpinning principles of the new curriculum. I describe the model that I developed to understand those tensions and contradictions, which are characterised as the spaces between realism and relativism. I suggest that negotiating these spaces is part of the process of becoming a teacher and a teacher educator in the twenty-first century. (Contains 1 table.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10