Learning About Teaching
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Over the past three years we have been working together to develop and teach a third year subject (Curriculum and Pedagogy) in which intensive micro-teaching experiences are used to help student-teachers begin to learn about their own teaching. This has meant that, for us, some of the assumptions that have underpinned our approach to teaching about teaching have been challenged as we have been confronted by new and different learning outcomes because of the nature of this subject.
The subject is purposefully constructed so that through ‘critiquing’ teaching, student-teachers might learn how to ‘unpack’ teaching and begin to recognize more about their own teaching as well as coming to understand the problematic nature of practice.
The self-study that comprises this chapter is designed to highlight how our approach to teaching about teaching influences our learning about teacher education and also to begin to find helpful ways of communicating our “ developing knowledge of practice” with others. Therefore, the purpose of the self-study is to begin to articulate how the intended outcomes for student-teachers’ learning about teaching actually impacts on the manner in which we approach (and conceptualize) our pedagogy.
This chapter therefore examines how we have come to see our practice differently and how framing and reframing is central to articulating a developing pedagogy of teacher education.
KeywordsTeacher Education Student Teacher Practicum Experience
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