Intervening or Ignoring: Learning about Teaching in New Times

Autor/inn/en	Blaise, Mindy; Elsden-Clifton, Jennifer
Titel	Intervening or Ignoring: Learning about Teaching in New Times
Quelle	In: Asia-Pacific Journal of Teacher Education, 35 (2007) 4, S.387-407 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
Schlagwörter	Teaching Methods; Learning Modules; Teacher Educators; Preservice Teacher Education; Interdisciplinary Approach; Mixed Age Grouping; Teacher Role; Teacher Education Programs; Foreign Countries; Cooperation; Intervention; Resistance (Psychology); Partnerships in Education; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning module; Lernmodul; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehramtsstudiengang; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Jahrgangsübergreifende Gruppe; Lehrerrolle; Ausland; Co-operation; Kooperation; Resistenz; Hochschulpartnerschaft; Australien
Abstract	In response to the rise of collaborative learning within education, two teacher educators redesigned their courses to explore the complexities of pedagogy within a New Learning framework. Multi-age grouping provided opportunities for pre-service teachers to work with others from different year levels on an interdisciplinary assessment task. As a result of this approach to teaching and learning, pre-service teachers were challenged and resistance arose. These acts of student resistance provided opportunities for examining the dynamics and complexity of collaborative learning and the implications this has for teachers in new times. In particular, it explores the tension around intervening and ignoring students' resistances created by engaging in new learning pedagogy. (Contains 1 note.) [The following are appended: (1) Requirements for the Final Written Report; (2) Summary of Assessment/Learning Modules; and (3) Online Posting.] (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10