Methodologies of Mediation in Professional Learning PDF
Preview Methodologies of Mediation in Professional Learning
Professional Learning and Development in Schools and Higher Education 14 Lily Orland-Barak Ditza Maskit Methodologies of Mediation in Professional Learning Professional Learning and Development in Schools and Higher Education Volume 14 Series editors Christopher Day Nottingham, United Kingdom Judyth Sachs North Ryde, New South Wales, Australia Professional Learning and Development in Schools and Higher Education dis- seminates original, research informed writing on the connections between teacher learning and professionalism in schools and higher education. Global in their coverage, the texts deal with the problems and practices of the field in different national and international cultural, policy and practice contexts. The methodology employed encompasses a broad spectrum of conceptual, theoretical, philosophical and empirical research activities. The series explicitly encompasses both the fields of schools and higher education. The subject areas covered by the series are: professional learning in schools; con- texts for professional learning; professional learning in higher education; change; the (new) meanings of professionalism in schools and higher education; training and development in schools and higher education; the ‘well-being’ agenda in schools and higher education; autonomy, compliance and effectiveness in schools and higher education; principal leadership in schools and higher education; middlelevel leadership in schools and higher education. More information about this series at http://www.springer.com/series/7908 Lily Orland-Barak • Ditza Maskit Methodologies of Mediation in Professional Learning Lily Orland-Barak Ditza Maskit Faculty of Education Gordon College of Education University of Haifa Haifa, Haifa, Israel Haifa, Israel This book was advertised with a copyright holder in the name of the author(s) in error, whereas the publisher holds the copyright. Professional Learning and Development in Schools and Higher Education ISBN 978-3-319-49904-8 ISBN 978-3-319-49906-2 (eBook) DOI 10.1007/978-3-319-49906-2 Library of Congress Control Number: 2016963752 © Springer International Publishing AG 2017 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Prologue: Getting to Know the Book Why Write This Book? Teachers’ practices are facilitated when provided with the appropriate mediating methodologies. This is a common assertion in the pedagogy of teacher education, which, based on the above, most of us would concur with. Still, there is much to be learned about the groundings of such assertion, because although the mediation of professional learning in practice has become a major area of inquiry, it is still rather fragmented. For example, there is a growing body of publications in the field (arti- cles, books, handbooks, and textbooks), but most of the focus is either on theoreti- cal- and empirical-based discussions or practical-based tools and suggestions of programs around forms of mediation in professional learning. There has been no comprehensive attempt to “put it all together,” and this is the answer to what you might be asking “what’s new about this book?” Here are some more specific answers to that question: So What’s New? For one, most of the published literature focuses on selected, specific methodolo- gies and their implications for curriculum and practice. In this book, we move one step further by establishing connections between theoretical-, empirical-, and practical- based aspects of nine recognized methodologies of mediation in teacher learning: the story, the visual text, the case, the video, the simulation, the portfolio, lesson study, action research, and communicative technologies. Thus, although there is a vast literature on the use of these different genres in teacher education, there is almost no accumulated effort to position and integrate them into a compre- hensive body of knowledge. This is, in fact, what prompted us to write this book: to v vi Prologue: Getting to Know the Book consolidate a body of knowledge that offers a holistic portrayal of nine most com- monly used methodologies of mediation in teacher education, in terms of their pur- poses (what for), processes (how), and outcomes (what), both distinctively and inclusively. We believe that writing a book through such an inclusive perspective adds to the study of professional learning in the following ways: • It offers a heuristic, conceptual framework for understanding the what for (theo- retical roots), the how (processes and pedagogies), and the what (expected out- comes) of methodologies of mediation. • It presents a conceptual framework for analyzing methodologies of mediation, exposing a continuum of perspectives and practices for the methodologies, both separately and inclusively. • It suggests an approach that recognizes the uniqueness of both traditional and cutting-edge methodologies as valuable complementary channels for mediating teachers’ professional learning. Organization of the Book The book consists of 11 chapters. Chapter 1 introduces and explores the theoretical groundings of the concept of mediation in professional learning, positioning it in relation to different approaches to teacher learning. Chapters 2, 3, 4, 5, 6, 7, 8, 9, and 10 each focus on a particular methodology of mediation. Each chapter offers four perspectives on a particular methodology, (1) theoretical groundings of the genre, (2) what we know about methodologies as pedagogies for mediating teacher learn- ing, (3) mediation tasks for each methodology in teacher education based on differ- ent studies reported in the literature, and (4) a synthesis of recurrent themes as identified in selected books and articles including a comprehensive list of publica- tions organized by decades. The selected list of articles and books for each method- ology in Part IV of each chapter was based on the following criteria: (1) period of time, i.e., representative articles and books for each decade from 1990 up till 2015, (2) articles in leading peer-reviewed journals, and (3) leading book publishers. The corpus includes articles, handbooks, and research-oriented books. Our presentation of each methodology zooms “out” and “in” to explore their theoretical and empirical as well as pedagogical and practical dimensions. Here, we are reminded of Bourdieu’s metaphor which likens such kind of examination to reading a map, while constantly moving from abstraction to concreteness and reconnecting “map and mapped” (Bourdieu, 1977). To this end, we stress the impor- tance of showing how the theoretical and empirical groundings of a particular meth- odology (the map viewed “from above”) are represented and enacted in actual pedagogy and practice. The last chapter of the book “puts it all together” through a Prologue: Getting to Know the Book vii consolidation of the nine methodologies. We present a critical discussion of the promises, limitations, and future challenges in the field, suggesting ways in which methodologies can “talk to one another” to create tighter channels of communica- tion to promote teachers’ professional learning. Faculty of Education Lily Orland-Barak University of Haifa, Haifa, Israel [email protected] Gordon College of Education Ditza Maskit Haifa, Israel Contents 1 Mediation in Professional Learning ...................................................... 1 The Mediation of Professional Learning: Unpacking the Construct ........ 1 Teacher Professional Learning: Connecting to the Big Map ............... 1 Approaches to Professional Learning: Reading the Big Map .............. 3 Nine Methodologies for the Mediation of Learning ................................. 9 Story as the Telling of Experience ....................................................... 9 Visual Texts as Illustrating Experience ................................................ 11 Cases as Recording Experience ........................................................... 12 Video as Observing Experience ........................................................... 12 Simulations as Replicating Experience ................................................ 12 Portfolio as Documenting Experience ................................................. 13 Lesson Study as Analyzing Experience ............................................... 13 Action Research as Investigating Experience ...................................... 13 Information and Communication Technologies (ICT) as Communicating Experience ............................................................. 14 2 Story as ‘The Telling of Experience’ ..................................................... 15 Perspectives: The Genre of Story ............................................................. 15 Theoretical Groundings ........................................................................ 15 What We Know .................................................................................... 16 Mediation Tasks Through Story in Teacher Education Practices ............. 17 Story–as–Pedagogy for Mediating Teacher Learning ............................... 19 Recurrent Themes in Research on Story .............................................. 21 Selected Books and Articles on Story by Decades ................................... 23 1990–2000 ............................................................................................ 23 2001–2010 ............................................................................................ 24 2011–2015 ............................................................................................ 26 ix x Contents 3 Visuals as ‘Illustrations’ of Experience’ ............................................... 27 Perspectives: The Genre of Visual ............................................................ 27 Theoretical Groundings ........................................................................ 27 What We Know .................................................................................... 28 Mediation Tasks Through Visuals in Teacher Education Practices .......... 29 Visual–as–Pedagogy for Mediating Teacher Learning ............................. 31 Recurrent Themes in Research on Visuals ........................................... 31 Selected Books and Articles on Visuals by Decades ................................ 34 1990–2000 ............................................................................................ 34 2001–2010 ............................................................................................ 34 2011–2015 ............................................................................................ 35 4 Cases as ‘Records of Experience’ .......................................................... 37 Perspectives: The Genre of Case .............................................................. 37 Theoretical Groundings ........................................................................ 37 What We Know .................................................................................... 38 Mediation Tasks Through Cases in Teacher Education Practices ............. 41 Case–as–Pedagogy for Mediating Teacher Learning ................................ 45 Recurrent Themes in Research on Cases ............................................. 46 Selected Books and Articles on Cases by Decades ................................... 47 1990–2000 ............................................................................................ 47 2001–2010 ............................................................................................ 49 2011–2015 ............................................................................................ 50 5 Video as ‘Observing Experience’ ........................................................... 51 Perspectives: The Genre of Video ............................................................. 51 Theoretical Groundings ............................................................................ 51 What We Know ......................................................................................... 52 Mediation Tasks Through Video in Teacher Education Practices ........ 53 Video–as–Pedagogy for Mediating Teacher Learning ......................... 56 Recurrent Themes in Research on Video .................................................. 58 Selected Books and Articles on Video by Decades ................................... 59 1990–2000 ............................................................................................ 59 2001–2010 ............................................................................................ 60 2011–2015 ............................................................................................ 62 6 Simulation as ‘Replicating Experience’ ................................................ 63 Perspectives: The Genre of Story .............................................................. 63 Theoretical Groundings ............................................................................ 63 What We Know ......................................................................................... 64 Mediation Tasks Through Simulation in Teacher Education Practices .............................................................................. 66 Simulation-as-pedagogy for Mediating Teacher Learning ................... 68 Recurrent Themes in Research on Simulation .......................................... 69 Selected Books and Articles on Simulation by Decades .......................... 71 1990–2000 ............................................................................................ 71 2001–2010 ............................................................................................ 71 2011–2015 ............................................................................................ 73
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