Professional Knowledge Landscapes in Online Preservice Teacher Education: An Exploration through Metaphor

Autor/inn/en	Quinn, Frances; Charteris, Jennifer; Fletcher, Peter; Parkes, Mitchell; Reyes, Vicente
Titel	Professional Knowledge Landscapes in Online Preservice Teacher Education: An Exploration through Metaphor
Quelle	In: Australian Journal of Teacher Education, 43 (2018) 10, S.60-80, Artikel 4 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Online Courses; Preservice Teacher Education; Teacher Educators; Intellectual Disciplines; Figurative Language; Teaching Methods; Educational Change; Foreign Countries; Teacher Student Relationship; Preservice Teachers; Knowledge Base for Teaching; Australia + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Geisteswissenschaften; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching theory; Theory of teaching; Unterrichtstheorie; Australien
Abstract	This paper explores metaphors as a process of professional learning, and as a research method to interrogate professional knowledge landscapes (PKLs) within the flexible space and time of online pre-service teacher education. The methodology comprised five pre-service teacher educators with different disciplinary areas of responsibility engaging in metaphorical analysis of our teaching work. We found that the metaphors that frame our e-pedagogy are multiple, reflecting a range of theoretical positions and objects of our teaching work, sometimes internally contradictory notions of education and e-learning, and the complexities of our individual and collective PKLs. We argue that it is crucial in the context of preservice teacher education to explicitly examine our own metaphors and reflect on the ways that our metaphors might influence preservice teachers' subsequent teaching practice. In addition, teacher educators can exploit the spatio/temporal freedom afforded by the porous border between the inside of our online environments and their outside worlds to consciously and deliberately consider the metaphors that they adopt to inform their pedagogical choices, and avoid uncritically perpetuating problematic metaphors of teaching practice. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01