Search results for: Schuck Sandy
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This article aims to provoke debate and discussion about teacher education futures, with particular reference to the interactions between knowledge and technology, within the teacher education community. The authors employed futures methodologies based on scenario creation. In these scenarios, the authors play out how and why changing versions of knowledge and their interactions with technology impact on teacher education. The authors note that in these scenarios, technology is primarily referred to in terms of its relationship to knowledge building and acquisition. They argued that the scenarios offer a dialectic between the influence of knowledge and that of technology. They also argue that these scenarios have a practical value in offering alternatives, encouraging debate.
Updated: Nov. 08, 2018
This article investigate teacher educators’ views of current trends and their consequences for teacher education futures. The findings reported give voice to the expert participants. The data were then used to develop the discussion which comprised two scenarios. Two major fields of change are identified here and these are used to imagine different futures through the use of a two-dimensional model. The two major fields identified from the discussion are a continuum on location of teacher education, from school based to university based, and a continuum on autonomy and regulation, ranging from high government regulation to self-regulation by the profession.
Updated: May. 07, 2017
This article reports on an initial study of a professional learning community (PLC) of educators who are investigating mobile devices in their teaching. The research examined two conjectures: firstly, that a professional learning community would enrich understanding of teaching with mobile technologies; and secondly, that these technologies would enhance teaching. The findings indicate that progress towards an enriched engagement with m-learning may be promoted by the establishment of a PLC. The existing professional relationships facilitated community formation and enhanced the sense of commitment, risk-taking, shared responsibility and purpose. In addition, the results also indicate the contribution of mobile learning to teaching.
Updated: Aug. 06, 2014
A discussion of peer observation followed by sharing learning experience is described in this article. The authors highlight the importance of the cognitive-emotional and personal-professional aspects of teacher educators' lives in supporting their learning through the combination of peer observation and ongoing professional learning conversations.
Updated: Sep. 04, 2008