Search results for: Transformation
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This article reports on a programme which applied the conceptual framework of critical transformative dialogue, developed as a part of the health profession to the context of teacher education. The programme applied the processes of critical transformative dialogue in the development of a series of core skills of teaching with first-year pre-service teachers. Participant feedback following professional placement indicated their acknowledgement of the value of engaging in critical transformative dialogues as a tool for professional learning. The participants responses indicated an appreciation of the opportunities provided to rehearse and engage in dialogue and reflection to support the development of core practices. These rehearsed skills were described as making the participants feel more able to contribute to the overall educational experience of the children in the pre-service teachers’ placement classes.
Updated: Feb. 21, 2017
This article explores the work of teacher education in England and Scotland. It seeks to locate this work within conflicting sociocultural views of professional practice and academic work. Drawing on an activity theory framework that integrates the analysis of these seemingly contradictory discourses with a study of teacher educators’ practical activities, including the material artefacts that mediate the work, the article offers a critical perspective on the social organisation of university-based teacher education.
Updated: May. 04, 2016
Transformational Experiences and Deep Learning: The Impact of An Intercultural Study Visit to India on UK Initial Teacher Education Students
This article documents the impact of a study visit to south India in 2007 on students following courses in initial teacher education at Canterbury Christ Church University, UK. The main finding was that the study visit was a powerful learning experience which transformed students' thinking by creating dissonance on a cognitive, emotional and existential level.
Updated: Nov. 09, 2009
The paper focuses on oral storytelling and transformation through the significance of the liminal zone as thresholding. Involving the reader-listener in an experiential and performative approach, the article draws on all of the senses, using a wide range of data such as dreams, drawing, writing, as well as the act of (sacred) oral storytelling and feedback, reflection, conceptualising, as well as other theorists and writers.
Updated: Jul. 01, 2008
This paper reports a three-year study of Praxis Inquiry based developments in teacher education undertaken by an international consortium of university colleagues who have worked in Australia, Iceland, Latvia, and the United Kingdom.
Updated: Mar. 09, 2008