A Practicum Turn in Teacher Education PDF
Preview A Practicum Turn in Teacher Education
A Practicum Turn in Teacher Education PEDAGOGY, EDUCATION AND PRAXIS Volume 6 Editorial Board Stephen Kemmis, Charles Sturt University, Australia Matts Mattsson, University of Tromsø, Norway Petra Ponte, Utrecht University of Applied Sciences, the Netherlands Karin Rönnerman, University of Gothenburg, Sweden Advisory Board Jan Ax, University of Amsterdam, the Netherlands Wilfred Carr, University of Sheffield, UK Eli Moksnes Furu, University of Tromsø, Norway Inge Johansson, Stockholm University, Sweden Petri Salo, Åbo Academy University, Finland Tracey Smith, Charles Sturt University, Australia The Pedagogy, Education and Praxis Series will foster a conversation of traditions in which different European and Anglo-American perspectives on ‘pedagogy’, ‘education’ and ‘praxis’ are problematised and explored. By opening constructive dialogue between different theoretical and intellectual traditions, the Series aims, in part, at recovering and extending the resources of these distinctive traditions for education in contemporary times. The Series aims to contribute to (1) theoretical developments in the fields of pedagogy, education and praxis; (2) the development of praxis in the pedagogical professions; and (3) the development of strategies capable of resisting and counteracting contemporary tendencies towards the technologisation, standardisation, bureaucratisation, commodification and de- moralisation of education. A Practicum Turn in Teacher Education Edited by Matts Mattsson University of Tromsø, Norway Tor Vidar Eilertsen University of Tromsø, Norway and Doreen Rorrison Charles Sturt University, Australia A C.I.P. record for this book is available from the Library of Congress. ISBN: 978-94-6091-709-7 (paperback) ISBN: 978-94-6091-778-3 (hardback) ISBN: 978-94-6091-711-0 (e-book) Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands www.sensepublishers.com Printed on acid-free paper All Rights Reserved © 2011 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. CONTENTS Series Introduction: Pedagogy, Education and Praxis Stephen Kemmis, Matts Mattsson, Petra Ponte and Karin Rönnerman vii Foreword Susan Groundwater-Smith, Australia ix Acknowledgements xiii Introduction 1. What is Practice in Teacher Education? Matts Mattsson, Sweden, Tor Vidar Eilertsen, Norway and Doreen Rorrison, Australia 1 PART I: Border Crossing and Narratives 2. Border Crossing in Practicum Research: Reframing how we talk about practicum learning Doreen Rorrison, Australia 19 3. Memorable Encounters: Learning narratives from preservice teachers´ practicum Sirkku Männikkö-Barbutiu, Sweden, Doreen Rorrison, Australia, with Lin Zeng, China 45 PART II: Different Perspectives and National Contexts 4. Learning Beyond the Traditional: Preservice teachers as partners in school development Tor Vidar Eilertsen, Eli Moksnes Furu and Karin Rørnes, Norway 69 5. Integrative Pedagogy in Practicum: Meeting the second order paradox of teacher education Hannu L. T. Heikkinen, Päivi Tynjälä and Ulla Kiviniemi, Finland 91 6. Situated Professionalism in Special Education Practice: Educating preservice teachers for special education/inclusive education Lotte Hedegaard-Sørensen and Susan Tetler, Denmark 113 v CONTENTS 7. Exploring the Self as part of Practice: Reflections on students´ practice learning from the social work perspective Helene Brodin, Sweden 131 8. Preservice Teachers´ Reflections on Practice in Relation to Theories Peter Emsheimer and Nilani Ljunggren De Silva, Sweden 147 9. Assessing Teacher Competency During Practicum Anders Jönsson and Matts Mattsson, Sweden 169 PART III: Reflections and Conclusions 10. Reflections from a ‘Dutch’ Perspective Piet Hein van de Ven, the Netherlands 189 11. Reflections from an ‘Australian’ Perspective Roslin Brennan Kemmis and Sharon Ahern, Australia 211 12. Conclusions and Challenges Matts Mattsson, Sweden, Tor Vidar Eilertsen, Norway and Doreen Rorrison, Australia 223 Contributors 245 Index 249 vi STEPHEN KEMMIS, MATTS MATTSSON, PETRA PONTE AND KARIN RÖNNERMAN SERIES INTRODUCTION Pedagogy, Education and Praxis The ‘Pedagogy, Education and Praxis’ series arose from shared concerns among educational researchers from Australia, the Netherlands, the Nordic countries and the United Kingdom about the relationships between different traditions of education and educational research that inform our work. The meanings of terms like ‘pedagogy’ and ‘praxis’ are contested within European research traditions and Anglo-American traditions and even more confusingly contested across or between traditions. These words, shared across languages and intellectual traditions, inhabit different spaces in different languages, with different characteristic ways of behaving in each. What ‘pedagogy’, ‘education’ and ‘praxis’ mean in Dutch or English or Swedish – where variants of these words occur – cannot be translated precisely and without remainder into another language. The series aims to encourage a ‘conversation of traditions’ in which the voices of different traditions can be heard, and different perspectives can come into view. In this way, readers may glimpse beyond the English in which the conversation is conducted to the rich intellectual traditions presented by contributors to the Series. We hope to use these key ideas – pedagogy, education and praxis – as windows through which we may see, even if darkly, into the rooms of other languages and traditions, and to learn what we can about those other traditions. The international collaborative project ‘Pedagogy, Education and Praxis’, of which this Series is an expression, has three kinds of aims: 1. theoretical aims concerning the exploration and critical development of key concepts and associated understandings, from different educational and research traditions, of pedagogy, educational science and educational studies, and social and educational praxis and practice; 2. practical aims concerning the quality and transformation of educational praxis in settings including education, teacher education and the continuing professional development of teachers, in relation to a variety of contemporary educational problems and issues, as they emerge in a variety of educational contexts at different levels of education and in different national contexts; and 3. strategic aims of a. encouraging the dialogue between different traditions of theory, research and practice in education; vii KEMMIS, MATTSSON, PONTE & RÖNNERMAN b. enhancing awareness about the origins and formation of our own (and others´) presuppositions and understandings as participants in such dialogues; and c. fostering collaboration and the development of networks between scholars interested in these problems and issues across traditions. The volumes in the series are intended as contributions to this dialogue. Some aim to foster this dialogue by opening and exploring contemporary educational contexts, problems and issues within one country or tradition to readers from other countries and traditions. Other volumes aim to foster dialogue by bringing together, to address a common topic, authors and contributions from different countries and traditions. We believe that this endeavour will renew and revitalise some old conceptual resources, and make some, old or transformed, accessible as new resources for educational theory and practice in the international conversations, conferences and collaborations which constitute the globalised educational research communities of today. Stephen Kemmis, Charles Sturt University, Australia Matts Mattsson, University of Tromsø, Norway Petra Ponte, Utrecht University of Applied Sciences, the Netherlands, Honorary Professor, University of Sydney, Australia Karin Rönnerman, University of Gothenburg, Sweden viii SUSAN GROUNDWATER-SMITH FOREWORD TO A PRACTICUM TURN IN TEACHER EDUCATION In an extended interview with Philip Winter (Winter, 2011) Gert Biesta put into words the very essence of the beautiful risk of education that seeks to capture what the child is and what the child must become. Biesta draws us into the concept of ‘coming into presence’ that he takes to always mean “coming into the presence of others” (p.2). He argues that “we do not produce our students; we are there to teach them – just as we do not make our children; they are born to us” (p.4). Thus education is not about a production line, governed by inputs and outcomes, but comprises a series of complex processes grounded in human subjectivity and mediated by such functions as qualifications, that is to say the domains of knowledge, skills and dispositions; and socialisation, that relate to becoming part of existing orders (social, political, cultural, religious, professional and so on). While Biesta has in mind the education of young people, principally in schools, his words can be said to echo the essential force of this important book that asks us to consider the development of wise professional practice through initial teacher education in the context of the practicum where teacher education students ‘come into the presence’ of their professional colleagues who will help shape and mentor them in readiness for well considered practice. In its opening and closing chapters the book articulates its principal aims, these being: to explore professional practice knowledge and the ways our understandings impact upon the design and enactment of what I refer to as “the practicum curriculum”; detailing collaborative inquiries that may contribute to a better apprehension of the practicum experience from the perspectives of key stakeholders; and, to make a theoretical contribution to the study of the practicum per se. The nature of professional practice knowledge and its relationship to the construction of a practicum curriculum is rendered problematic throughout the various chapters. Writers challenge us to consider the nexus between the epistemic and the enacted. They argue, in a variety of contexts, to re-consider the borders that are too often established between the two and to provide for more productive conversations around the learning that results from engagement in the practicum. There is a consistency between writers regarding the nature of practice knowledge. Drawing upon Aristotelian conceptions of: epist(cid:413)m(cid:413); phron(cid:413)sis, that is, the ability to act wisely based upon self understanding; and,praxis, with its focus on moral and ethical choice, the case is made for the boundaries between these to be so porous that they can be said to have dissolved. Knowledge is simultaneously developed about practice and in practice. More importantly, there is a recognition that the context of practice should be better understood through the concept of ix
The list of books you might like
