scholarly journals The Narratives of an Indigenous Cree, a Brazilian, and a Canadian about Vulnerability, Privilege, and Responsibility in Anti-Racist Teacher Education

2019 ◽  
Vol 19 (4) ◽  
pp. 765-800
Author(s):  
Viviane C. Bengezen ◽  
Edie Venne ◽  
Janet McVittie
Keyword(s):  
Teacher Education ◽  
Narrative Inquiry ◽  
Lived Experience ◽  
Indigenous Peoples ◽  
Teacher Educators ◽  
Meaning Making ◽  
Three Dimensional ◽  
Relational Ethics ◽  
Canadian Woman ◽  
History Of

ABSTRACT In this article, the authors aim at presenting a lived experience and the meaning-making constructed by them as they participate in a simulation of the history of contact between Europeans and Indigenous peoples in the country now named Canada and inquire into their stories within the three-dimensional narrative inquiry space. Considering relational ethics, the teacher educators and researchers lived, told, retold, and relived the stories of their own experiences, co-composing stories of anti-racist teacher education, playfulness, inclusion, privilege, and responsibility, through the eyes of an Indigenous Cree, a Brazilian, and a Canadian woman, towards increasing understanding of decolonizing education.

scholarly journals Dialogue and language as factors contributing to transformative learning in academic tutoring

2018 ◽  
Vol 22 (1) ◽  
pp. 164-186
Author(s):  
Grzegorz Grzegorczyk
Keyword(s):  
Transformative Learning ◽  
Lived Experience ◽  
Meaning Making ◽  
Fourth Moment ◽  
Academic World ◽  
Self Regulated Learning ◽  
Personalized Education ◽  
Educational Coaching ◽  
History Of ◽  
Cognition And Learning

Abstract Among a number of teaching practices, personalized education is gaining in popularity owing to its enticing appeal of a novel, humanistic attitude with unparalleled pedagogical results unlike those observed in traditional standardized mass education models. As part of the fourth moment in the history of education (according to the timeline in Davis, Sumara and Kapler, 2015), personalized education under the guise of tutoring or educational coaching is boldly re-entering schools and the academic world. Observing the daily practices of tutors and educational coaches on various levels of schooling, we can note a number of features which contribute to the emergence of a model where learning becomes an autonomous, lived experience. In this model communication is understood as a collaborative dialogical practice, which leads us to see learning as a result of interactivity in the learner-tutor dyad afforded by geo-spatial conditions, physio-psychological elements and language. All these contribute to the occurrence of transformative results as evidenced in student post-tutoring narratives. In this paper we present learning in the dialogical tutor-tutee paradigm as a distributed, embodied, and enacted meaning-making process rather than mere ‘sending’ and ‘receiving’ of substantive information (e.g., De Jaegher and DiPaolo, 2007; Neuman and Cowley, 2013). Described as such, the method fits in the paradigm of self-regulated learning. We therefore postulate the claim that personalised education as exemplified by tutoring is co-agential and prompts learning on multiple timescales. Consequently, cognition and learning in tutoring is enactment of knowledge, while coordinating speech rather than knowledge transmission

scholarly journals Being in Tension: Faculty Explorations of the Meaning of Social Justice in Teacher Education

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
M. Shelley Thomas ◽  
Christine Clayton ◽  
Shin-ying Huang ◽  
Roberto Garcia
Keyword(s):  
New York ◽  
Teacher Education ◽  
Social Justice ◽  
Content Analysis ◽  
Teacher Educators ◽  
Meaning Making ◽  
Full Time ◽  
Structured Interviews ◽  
Critical Position ◽  
Diverse Perspective

This study explores faculty perspectives of social justice in teacher education within one New York institution with a social justice focus. Grounded in the institution’s self-study process for accreditation, the researchers were a part of a team that collected data from structured interviews, including a card sort, of 42 full time teacher educators across 16 programs in the institution. Informed by sociocultural theories (Vygotsky, 1978; Wertsch, 1991), a content analysis revealed the language selected by faculty as well as their meaning-making process and describes how individuals contextualized those meanings. Findings demonstrated a range of meanings and lack of a shared understanding about social justice. Even where apparent consensus existed around particular terminology, the content analysis revealed that individual meanings were deeply contextualized within disciplines and, thereby, were quite distinct. We raise questions regarding how to use dialogue as a meaning making process, the possibilities for a range of meanings, and the significance of contextualizing social justice. The study suggests that significant tensions remain but that “being in tension” is a critical position and potentially informative to faculty who might consider using a framework that invites more diverse perspective rather than embrace a unitary meaning of the term.

scholarly journals Discoveries through Challenges: Collective Autoethnographic Study of Teacher Educators in the COVID‘19 Situation

2021 ◽  
Author(s):  
Eglė Pranckūnienė ◽  
◽  
Rūta Girdzijauskienė ◽  
Remigijus Bubnys ◽  
Liudmila Rupšienė
Keyword(s):  
Teacher Education ◽  
Transformative Learning ◽  
Student Teachers ◽  
Lived Experience ◽  
Prospective Teachers ◽  
Online Teaching ◽  
Teacher Educators ◽  
Interpersonal Relations ◽  
World Health ◽  
First Person

After the World Health Organization announced the COVID-19 pandemic in March 2020, education systems were forced to move instruction to the virtual world. It drastically changed the interplay between teachers and learners, educational content, and the learning environment. When scrutinising the experience of teacher educators, we realised that it was important to focus on their discoveries. Collective reflection and collaborative autoethnography of four teacher educators developed into a reflective process of creating collective knowledge about their lived experience of coping with the new reality of teaching. The research was carried out in four steps: collective reflection on the context of education and individual lived experiences, collective analyses of transcribed first-person narratives, collective interpretation of the first-person narratives, co-creation of insights, and implications for the future of teacher training. The paper discusses the discoveries of four teacher educators made during the pandemic period: the benefits of communication technology, new interpersonal relations, the dynamics of self-learning, and a new concept of multiple educational spaces. The research results showed that the online teaching and technological breakthrough encouraged teacher educators to use various online platforms and technological tools, to develop new teaching strategies, to find effective ways of communication, to focus more on the organisation of teaching and learning, the usage of multiple learning spaces, and teaching multimodality. At the end of this paper, we provide some insights for teacher education: teacher education programmes should create conditions for student transformative learning preparing prospective teachers to live and work in a rapidly changing and challenging world, to create space and time to develop important qualities of student teachers such as flexibility, the ability to adapt to changing circumstances and resistance to physical and emotional disturbances.

scholarly journals Exploring knowledge landscapes: A narrative inquiry of midwives’ experiences of working in diverse settings in Ghana

2019 ◽  
Vol 9 (8) ◽  
pp. 36
Author(s):  
Evelyn Asamoah Ampofo ◽  
Vera Caine ◽  
Jean D. Clandinin
Keyword(s):  
Rural Communities ◽  
Narrative Inquiry ◽  
Urban Communities ◽  
Practical Knowledge ◽  
Three Dimensional ◽  
Professional Knowledge ◽  
Relational Ethics ◽  
Meaningful Relationship ◽  
Personal Experiences ◽  
Field Notes

Objective: This paper focuses on exploring the experiences of midwives in Ghana who have worked in diverse settings over time. It explores how midwives’ personal experiences across time, place and in diverse contexts impact their care for women during childbirth. The paper describes the forms of knowledge held by midwives. It presents how the experiences of midwives reflect their professional and personal practical knowledge landscape.Methods: Using narrative inquiry, the experiences of four midwives working in private maternity homes were explored. Being guided by the three-dimensional narrative inquiry space of temporality, sociality and place, and the concept of relational ethics, a meaningful relationship was built with participants over a period of five months. Several tape-recorded conversations were held with each participant, multiple other interactions were recorded as field notes and in a journal. Each tape-recorded conversation was transcribed and used to construct narrative accounts that reflected participants’ experiences as lived and told. Interim narrative accounts were shared with participants to ensure that the accounts reflected their experiences. Analysis: To identify resonant threads across all four narrative accounts, each account was read multiple times with intentionality and with the research objectives in mind.Results: Three distinct professional knowledge landscapes for midwives were identified. These were the professional knowledge landscape of working in rural communities, urban communities, and private maternity homes. Two concepts of knowledge: knowledge for midwives and midwives’ knowledge, were identified on each of these professional knowledge landscapes.Conclusions: Education of midwives should consciously take into consideration the different knowledge landscapes in which midwives in Ghana practice.

scholarly journals The Double Meaning Making of the Term Cultural Diversity in Teacher Educator Discourses

2018 ◽  
Vol 2 (1) ◽  
pp. 16-38
Author(s):  
Sandra Fylkesnes ◽  
Sølvi Mausethagen ◽  
Anne Birgitta Nilsen
Keyword(s):  
Teacher Education ◽  
Cultural Diversity ◽  
Teacher Educators ◽  
Meaning Making ◽  
Teacher Educator ◽  
Central Component ◽  
Critical Whiteness Studies ◽  
Individual Interviews ◽  
Theoretical Perspectives ◽  
Critical Whiteness

Cultural diversity is assumed to be a central component of Western education and even though it has been extensively investigated in international research on teacher education, little knowledge exists about its usage and meaning making in teacher educator discourses. This article provides insights into the usage and meaning making of the term cultural diversity based on semi-structured individual interviews with a total of twelve teacher educators from two Norwegian teacher education institutions. Drawing on the theoretical perspectives of discourse theory and critical Whiteness studies, we find that the term cultural diversity is used in a double meaning making pattern: Cultural diversity is presented as desirable and positive by teacher educators, yet it is also aligned with the notion of otherness. We discuss some possible methodological tools with which teacher educators can detect meaning making patterns and thus counter the production and reproduction of socially unjust discursive patterns.   

scholarly journals Making Education Law Meaningful to Beginning Teachers: A Narrative Inquiry

in education ◽  
2013 ◽  
Vol 16 (2) ◽  
Author(s):  
Julian Kitchen
Keyword(s):  
Teacher Education ◽  
Education Reform ◽  
Beginning Teachers ◽  
Narrative Inquiry ◽  
Teacher Educator ◽  
Three Dimensional ◽  
Education Law ◽  
Teacher Education Reform ◽  
Contested Spaces ◽  
Constructivist Education

Teacher education classes are contested spaces.  Professors interested in reforming content, pedagogy and assessment must wrestle with their own internal tensions and the culture of their institutions in order to make a difference.  In this paper, a teacher educator uses narrative inquiry to frame his efforts to become a constructivist professor of education law.  Critical tensions are examined using a three-dimensional narrative inquiry space: looking inward, outward, backward, and forward.  Critical reflections, written over several years, are used to situate the tensions experienced in this case into the broader context of the author’s career journey.Keywords: teacher education; reform; narrative inquiry; constructivist; education law

From a whisper to a scream: Ethics and resistance in the age of neoliberalism

2014 ◽  
Vol 7 (1) ◽  
pp. 79-91 ◽  
Author(s):  
Barbara Madeloni
Keyword(s):  
Teacher Education ◽  
Lived Experience ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Conceptions Of Teaching ◽  
Education Teacher ◽  
Audit Culture ◽  
Neoliberal Policies

Neoliberal policies in teacher education marginalise faculty voice, narrow conceptions of teaching and learning and redefine how we know ourselves, our students and our work. Pressured within audit culture and the constant surveillance of accountability regimes to participate in practices that dehumanise, silence and de-form education, teacher educators are caught between compliance and complicity or the potential and risks of resistance. Written from my lived experience within the neoliberal regime of teacher education, this article examines the vulnerabilities, fears and risks that shape our choices, as well as the possibilities for ethical, answerable action.

scholarly journals Professional Ethics as Experienced by Student Teachers: A Neoliberal View

2020 ◽  
Vol 14 (1) ◽  
pp. 89-104
Author(s):  
Marita Cronqvist
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Student Teachers ◽  
Lived Experience ◽  
Professional Ethics ◽  
Teacher Educators ◽  
Phenomenological Study ◽  
Early Career ◽  
Ethical Practice ◽  
Early Career Teachers

Student teachers’ experiences of professional ethics, as lived practice, need to be visualized and verbalized to support their ability to develop an ethical practice. The aim of this article is to discuss the lived experiences of professional ethics from beginning teachers’ internship, based on a phenomenological study. Some of the essential meanings are interpreted in relation to the tension between responsibility and accountability that is emerging from neoliberal influences in teacher education. Inspired by Reflective Life World Research (RLR), interviews were conducted with student teachers specializing in preschool and elementary school. The empirical data was analyzed in order to determine the meanings that constitute the lived experience of professional ethics for early career teachers. By identifying the implications of professional ethics in neoliberal times, teacher educators can more easily observe and communicate the manifestations this has for teaching. Discussions and observations of professional ethics can stimulate student teachers’ learning as part of teacher education discourse.

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