Loading...
Developing a pedagogy of teacher education using self-study: A rhizomatic examination of negotiating learning and practice
Date
2020
Abstract
This self-study of teacher education practices examines the processes of developing a pedagogy of teacher education. Drawing on multiple data sources (video and audio, reflective diary, and focus groups), we used concepts from rhizomatics to explore the question, “How does a teacher educator negotiate his learning and practice as he develops a pedagogy of teacher education?” We explicate the complexity of teacher education learning by showing how a conflux of interactive elements co-produce a teacher educator’s practice. This encourages us to introduce the metaphor of “orchestration” as a way of conceptualizing teacher educator practice and pedagogy.
Supervisor
Description
peer-reviewed
Publisher
Elsevier
Citation
Teaching and Teacher Education;88, 102969
Collections
Files
Funding code
Funding Information
Sustainable Development Goals
External Link
Type
Article
Rights
https://creativecommons.org/licenses/by-nc-sa/1.0/