A Back-Door Entrance into Teaching Teachers
Abstract
This paper is based on PhD research that was carried out at the National University of Lesotho’s Faculty of Education. The focus of the study was on the sources and application of professional knowledge among teacher educators. The content of the paper was drawn from the chapter on enactment of professional knowledge. All the research participants entered the teacher educators’ world through the backdoor; that is, some were invited by their teacher educators to work as teaching assistants while others applied to an advertised position. None of them had teaching in higher education credentials, hence back-door claim. Their major source of professional knowledge is experiential. Their professional lives have been shaped by their context. However, practice-based knowledge presents numerous challenges including lack of knowledge of the pedagogy of teaching student teachers and bias towards using transmissive methods of teaching.
References
Campbell, A., & McNamara, O. (2010). Mapping the Field of Practitioner Research, Inquiry and professional Learning in Educational Context: A Review. In A. Campbell & S. Groundwater-Smith, Connecting Inquiry and Professional Learning in Education. London: Routledge.
Clandinin, D. J., & Connelly F. M. (1995). Teachers’ Professional Knowledge Landscapes. New York: Teachers College, Columbia University.
Cochran-Smith, M., & Lytle, S.L. (1999). Relationships of Knowledge and Practice. Teacher Learning in Communities, Review of Research in Education, (24), 249-305. https://doi.org/10.3102/0091732X024001249
Crowe, A. R., & Berry, A. (2007). Teaching Prospective Teachers about Learning to think like a teacher – articulating our principles of practice. In T. Russell & J. Loughran Eds.). Enacting a Pedagogy of Teacher Education Values, Relationships and Practices, (pp31-44). London: Routledge.
Drakensberg, M. (2000). A Mission for Equality among Students. In: G. Churukian & C.R. Lock (Eds.). International Narratives on Becoming a Teacher Educator. Pp.69-72. Wales: Edwin Mellen Press.
Eraut, M. (1996). Professional Knowledge in teacher education. Address to the Finnish conference on Teacher Educators, Savonlinna.
Fisher, R. L. (2005). Standards for Teacher Educators: Preparing High-Quality Teachers. [O]. Retrieved June 2010 from http://www.Nesic.com/pub2005textframe.htm
Korthagen, F. A. J., & Verkuyl, H. (2007). Do you Meet your Students or Yourself? Reflection on Professional Identity as an Essential Aspect of Teacher Education. In: Making a Difference in Teacher Education through Self-Study: Proceedings of the Fourth International Conference on Self-Study of Teacher Education Practice. Pp 43-47. Herstmonceaux, England.
Korthagen, F. A. J., Kessels, J., & Koster, B. (2001). Linking Practice and Theory – the Pedagogy of Realistic Teacher Education. Mahwah, Lawrence Erlbaum Associates. https://doi.org/10.4324/9781410600523
Lingard, B., & Renshow, P. (2010). Teaching as a Research-Informed & Research-Informing Profession. In A. Campbell, & S. Groundwater-Smith. Connecting Inquiry and Professional Learning in Education. Pp. 36-39. London: Routledge
Loughran, J. (2014). Professionally Developing as a Teacher Educator. Journal of Teacher Education. https://doi.org/10.1177/0022487114533386
Loughran, J. (2005). Researching Teaching about Teaching: Self-Study of Teacher Education Practices. A Journal of Self-Study of Teacher Education Practices, 1(1), 5-16. https://doi.org/10.1080/17425960500039777
Loughran, J. (2006). Developing a Pedagogy of Teacher Education – Understanding Teaching and Learning about Teaching. London: Routledge.
Loughran, J. (2007). Enacting a pedagogy of teacher education. In T. Russell & J. Loughran: Enacting a Pedagogy of Teacher Education: Values, Relationships and Practices. Pp.1-15. London: Routledge.Schon, D. A. (1983). The Reflective Practitioner – How professionals Think in Action. England, Gower House.
Schon, D. A. (1987). Educating the Reflective Practitioner, San Francisco: CA, Jossey-Bass.
Shulman, L. S. (2004). The Wisdom of Practice – Essays on Teaching, Learning, and Learning to Teach. S. M. Wilson (Ed.). San Francisco: Jossey-Bass.
Slabbert, J. A., De Kock, T. M., & Hattingh, A. (2009). The Brave ‘New’ World of Education CD. Cape Town: Juta.
Smith, K. (2003). So, what about professional development of teacher Educators European Journal of Teacher Educators, 2(26), 202-215. https://doi.org/10.1080/0261976032000088738
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright for this article is retained by the author(s), with first publication rights granted to the journal.
This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).
