Search results for: Flanagan Toni Michele
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Authentic Role-playing as Situated Learning: Reframing teacher Education Methodology for Higher-order Thinking
In this paper, the authors draw from situated learning theory and teacher education research to propose a teacher education pedagogy that may help to bridge the theory-into-practice gap for preservice teachers. The authors conclude that the experiences of their self-study of the pedagogy of Authentic Role-Playing as Situated Learning showed them that the act of teaching can indeed be demystified by modeling higher-order thinking and teaching within a situated performance role-play, with a robust meta-commentary and significant vulnerability. The authors now believe that vulnerability is an essential element of modeling; without it, they are merely demonstrators, not teachers of teachers.
Updated: Sep. 20, 2018