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Epilogue

  • Chris J. North
Chapter
  • 16 Downloads
Part of the Self-Study of Teaching and Teacher Education Practices book series (STEP, volume 21)

Abstract

Now at the end of the study, I realise that this research was a snapshot of a particular time, for me, for my PSTs, my colleagues and the wider context of education. Displacements and shifts are common in teacher education (Calderhead, 2001; Martin & Russell, 2016; North, Clelland, & Lindsay, 2018) and this research took place during a time of change and these changes have continued. As a consequence, I have not taught this OE course to PE students since completing my research. It seems a pity because through this research I became much more knowledgeable about this particular course and the way I structured the learning experiences for my PSTs.

References

  1. Calderhead, J. (2001). International experiences of teaching reform. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 777–800). Washington, DC: American Educational Research Association.Google Scholar
  2. Martin, A. K., & Russell, T. (2016). A self-study of two teacher educators responding to program change. In D. Garbett & A. Ovens (Eds.), Enacting self-study as methodology for professional inquiry (pp. 257–262). Herstmonceux: Self-Study of Teacher Education Practices (S-STEP) Community.Google Scholar
  3. North, C., Clelland, T., & Lindsay, H. (2018). Phases in collaboration: Using Schwab’s deliberation to respond to change in teacher education. Studying Teacher Education, 14(2), 212–230.CrossRefGoogle Scholar
  4. Wattchow, B., & Brown, M. (2011). A pedagogy of place. Outdoor education for a changing world. Clayton, VIC: Monash University.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2020

Authors and Affiliations

  • Chris J. North
    • 1
  1. 1.University of CanterburyChristchurchNew Zealand

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