Source: Teaching Education, Volume 26, Issue 4, 2015, Pages 400-421
This article begins the exploration of disruption as an analytical construct that allows for the investigation of how individual learning and changes in local practice mutually influence the other within a purposefully designed learning context.
The authors seek to describe the types of learning experiences that emerged using disruptive pedagogies and tools within a series of methods courses in an undergraduate elementary teacher education program. The intent of the designed context was to disrupt the traditional practices of teacher education courses by creating a participatory environment where students participated in the creation of course content through their engagement with social media and each other.
The authors define disruption as an innovation that requires students to challenge or change their epistemologies and participation in their learning.
The results demonstrated diverse consequences for participants, their activity, and the authors' understanding of their learning. These findings provide a starting point for examining the implications of disruptive practices within pre-service teacher education programs.