ORCID Profile
0000-0001-9804-9272
Current Organisations
Victoria University
,
Deakin University
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Publisher: Emerald
Date: 28-12-2020
Abstract: This research explores the ways in which a pre-service teacher (Deidre) reflects on experiences to develop transformation into a professional educator. This study investigates how pre-service teachers engage in dialogue and art to elaborate and reflect on learning experiences, which provide evidence of mindshift and emergent knowledge and teacher identity. Often difficult to measure and trace, this work presents the emerging transformation of a pre-service teacher through ethnographic methodology, stories and artful practice. As part of a larger study, the design reveals transformative mindshift from pre-service teacher reflective stories. Data from interviews and artful practice reveal evidence of moments of pedagogical impact, which contribute to identity and professional practice (Clandinin et al. , 2006 Loughran, 2006). Focusing on “what”, “when” and “how” transitions occur is explored to further understand the professional development in initial teacher education. Building on research undertaken by Cochran-Smith and Lytle (1999), this investigation draws on artful reflections and stories to evidence elements of powerful pedagogical learning in order to teach in the world of professional practice.
Publisher: ACM
Date: 11-12-2011
Publisher: Bentham Science Publishers Ltd.
Date: 27-08-2011
Publisher: Springer Science and Business Media LLC
Date: 14-08-2017
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Springer Science and Business Media LLC
Date: 06-03-2020
DOI: 10.1186/S40561-020-0116-Z
Abstract: This paper presents and analyses a pedagogical model which focuses on ‘praxis’. Portfolio dialogue, case writing and signature pedagogy mapping are all identified as central to this model. These pedagogical practices intend to create a possibility of orientation rather than a lineal hierarchy of outcomes for pre-service teachers. Part of this paper reports on data received from final year preservice teachers regarding their portfolio discussions and considers the presence and the contributions of the signature pedagogies. New knowledge concerning planning of practice through visual modes may assist staff and students via critical, dialogical and a praxis views within teacher education.
Publisher: Informa UK Limited
Date: 08-07-2021
Publisher: Edith Cowan University
Date: 20-05-2016
No related grants have been discovered for Julie Arnold.