Abstract
In this chapter I examine the shifting conceptualisations of knowledge and learning in the integration of the New Zealand Curriculum in teacher education, and analyse the implications for me as a teacher educator. In particular, I document the process of conducting a 10-month self-study within the initial teacher education setting in which I work. I begin by outlining the context and then explore some of the significant events and observations relating directly to the epistemological and ontological shifting process. The self-study process resulted in knowledge conception shifts—both ontological and epistemological. Regarding epistemology, the case study identifies implications for service-learning as a pedagogical approach within physical education. Regarding ontology, I discuss the challenges of the shifting experience and the factors that contributed to this. These implications draw upon humanist, critical, and postcritical perspectives as a way of understanding and illustrating pedagogical possibilities, challenges, and limitations.
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Notes
- 1.
Post-traditional thought in this context stems from postmodern rejections of epistemological and ontological positions as fixed and certain. I use the term post-traditions to refer to a resignification of epistemological and ontological Enlightenment and Modernity paradigms operating within the discursive turn. E.g. postmodernism, poststructuralism, and postcolonialism.
- 2.
Service-learning is defined here as a pedagogical approach that combines community service with classroom-based preparation and reflection.
- 3.
For an exploration of dilemmas and tensions with physical education specifically, see Bruce (2011).
- 4.
The Other is defined here in a Levinasian sense as ‘one who is radically different to oneself’. This conception of the Other positions difference as deficit. One radically different to ourselves is oft seen as irrational, and in need of our help in order to become more like us; thus more rational.
- 5.
For a full exploration of this approach see Bruce 2013.
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Bruce, J. (2014). On Shaky Ground: Exploring Shifting Conceptualisations of Knowledge and Learning Through Self-Study. In: Ovens, A., Fletcher, T. (eds) Self-Study in Physical Education Teacher Education. Self-Study of Teaching and Teacher Education Practices, vol 13. Springer, Cham. https://doi.org/10.1007/978-3-319-05663-0_10
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