By Chart and Chance and Passion: The Importance of Relational Knowing in Learning to Teach

Hollingsworth, Sandra; Dybdahl, Mary; Minarik, Leslie Turner

doi:10.1080/03626784.1993.11076103

Cited by 58 publications

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“…While my relationship with Bob Fitzgerald is particular to us and our situation, it does seem to affirm the fundamental human need to care and be cared for (Noddings, 1992) and the importance of knowing in relationship (Hollingsworth, Dybdahl & Minarik, 1993). While I intervened only in modest ways, these proved significant as I was aware of my own personal practical knowledge, reflective about my practice, sensitive to Bob"s professional landscape, helpful in framing the problem, respectful of Bob"s professional knowledge, conveyed my respect and empathy, and demonstrated receptivity to growing in relationship.…”

Section: Resultsmentioning

confidence: 99%

“…(pp. xixii) Building on Noddings work, Hollingsworth, Dybdahl and Minarik (1993) identified "relational knowing" as crucial to meaningful interactions between teachers and students. While their key finding was that "knowing through relationship to self and others is central to teaching the child" (p. 8), they also identified personal conversation among teachers as a highly effective tool for enhancing teacher passion and commitment in classrooms.…”

Section: Professional Development and Professional Learningmentioning

confidence: 99%

“…I propose that professional learning can best be accomplished through helping relationships (Rogers, 1961) in which there is relational knowing (Hollingsworth, Dybdahl & Minarik, 1993) between the helping professional and the teacher. I use the seven characteristics of relational teacher development to examine how my relational stance as an accidental professional developer helped create the conditions for Bob"s professional renewal.…”

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Fostering Professional Learning through Relational Teacher Development: Reconceptualizing the Delivery of Professional Development

Kitchen

2010

Journal of Teaching and Learning

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This article explores the importance of relationship in professional development and professional learning. The four-year relationship between the Kitchen and an experienced elementary school teacher is examined. Central to the research puzzle is how the relational stance adopted by the Kitchen contributed to the dramatic professional renewal of the teacher. Field notes and journal entries are primary sources of data for this narrative inquiry. Relational teacher development, seven learnings identified as contributing to their shared professional growth, is used as a framework for analysis of the data and is then interpreted in relation to continuing professional learning and school improvement.Professional learning is most effective when it is ongoing, addresses issues identified by teachers, and is situated in relationships and contexts that support teacher learning (Darling-Hammond, 1997;Hawley & Valli, 1999;Wenger, 1998). Despite this consensus among educational researchers, professional development practices have not shifted from a paradigm focussed on knowledge dissemination and training to one centred on the advancement of professional learning and practice among the teachers (Webster-Wright, 2009). Studies of continuing professional learning (e.g., Day, 1999;Jarvis, 2004;Webster-Wright, 2009) provide insights into professional knowledge and ways in which teacher learning and practice can be supported over the long term.I came to similar understandings through an unintended intervention in the life of a classroom teacher. For my doctoral thesis (Kitchen, 2005;2009a), I inquired into the personal practical knowledge (Connelly & Clandinin, 1988) of teachers attempting to accommodate computers in their classrooms. After several weeks, I focussed on a single Grade 4/5 teacher, Bob Fitzgerald of Lippincott School (pseudonyms are used throughout). Shortly after I began, Principal Lois Dexter observed Bob"s class as part of a performance review process. She said that he was "flying by the seat of his pants" and demanded that he improve his planning of lessons and assessment of students (Field Notes, October 28, 1998). _________________________________________________________________ Julian Kitchen is Associate Professor at Brock University. His areas of research are teacher education, induction and development. Current projects include research with new Aboriginal educators in Ontario and with teachers working in areas of poverty.

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Section: Resultsmentioning

confidence: 99%

Section: Professional Development and Professional Learningmentioning

confidence: 99%

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Fostering Professional Learning through Relational Teacher Development: Reconceptualizing the Delivery of Professional Development

Kitchen

2010

Journal of Teaching and Learning

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“…Not surprisingly, my life experiences and education degree had left me illprepared for the complex interpersonal relationships that characterized the reality of my teaching world. Hollingsworth et al (1993) eloquently summarize this bewilderment, noting that 'teachers' general mode of teacher preparation, growing out of research that emphasized apolitical, objective, and distanced knowing, [leaves] them somewhat surprised, confused and unprepared' (p. 6). My HPE classes were comprised of young people whose lives were complex and messy, who more often than not were unable to leave this messiness at the classroom door.…”

Section: Resultsmentioning

confidence: 99%

“…However, in the workshops themselves, students were not given opportunities to unpack, discuss or examine the potential implications of difference for students. Time poverty in crowded teacher education courses invariably has an impact on student learning with Hollingsworth, Dybdahl, and Turner-Minarik (1993) maintaining that the pace knowledge is delivered in teacher education courses can result in a lack of meaningful reflection. Additionally, Hytten (2001) warns that in undertaking this work, we need to be mindful not to press students too quickly as this may result in students simply "telling us what they think we want to hear" (p. 442).…”

Section: Preparing Teachers To Advocate For Children and Young Peoplementioning

confidence: 99%

Shaken or Stirred? Considering the usefulness of critical pedagogy in preparing teachers to implement socio-critical health education

Shelley¹

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According to Garth Boomer, "teachers teach who they are" (quoted in Tinning, 2004, p. 245).This quote acknowledges the centrality of the self as inextricably linked to readings of curriculum and enacted pedagogy. Which is all very well, unless a teacher's subject identity aligns with traditional, dialectic and biomedical views of health and is therefore at odds with contemporary sociocultural health education curriculum. Can teacher education training be mobilised to ensure greater consistency between the intended and enacted curriculum sociocritical health education?This ethnographic doctoral research sought to consider whether a critically-oriented HETE program be an effective means of creating/moulding/shaping 'good' socio-critical teachers of health education? To provide insights, an undergraduate health education teacher education course implemented at a major metropolitan university in Queensland, Australia provided the case study for this doctoral research. The designer and lecturer of this course mobilised critical pedagogy to create teachers that reflected her vision of good teachers of health education. Drawing on the work of Michel Foucault, Rose's (2000b) Five-Component Analytic, TheRegimes of the Person, was engaged to assist in illuminating the complex forces and factors that contribute to forming teacher subject identity. This framework consists of five analytic concepts -problematisations, teleologies, technologies, authorities and, strategies. The case study included two cohorts of undergraduate students: 124 from the Bachelor of Primary/ Middle Years (primary generalists) and 44 from the Bachelor of Human Movement Studies degree (HPE specialists). Of these, 12 students agreed to be interviewed at the end of the teaching semester of the courses EDU27 & EDU39 Educating for Better Health. Interviews with students were also conducted following the completion of major practicum, 18 months after the initial interviews, with seven of the original 12 students consenting to this follow up interview. Course materials, observation notes, power-point slides, examples of student assessments and group work all formed the qualitative data set for this project.Findings from this research identify and describe specific teaching strategies employed in the name of critical pedagogy. A combination of pedagogy of discomfort, arts-based pedagogies, personal reflection, personal narratives and student-centred/inquiry-based learning, were mobilised to achieve one educator's vision of good health education teachers. Students reported ii varying levels of engagement with these strategies. The impact of the suite of strategies varied depending on student's personal biographies and existing identities. Some students were shaken by the pedagogical encounter and embraced the concepts and pedagogy of the course and some were stirred (or disturbed) by the course and did not possess the inclination, or had been afforded opportunities to incorporate into their teaching practice. Finally, some students remained stationary or unmo...

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Incorporating equity, diversity, and inclusion in science: Lessons learned from an undergraduate seminar

2022

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Questions of equity, diversity, and inclusion in the sciences have taken center stage in light of the COVID‐19 pandemic and Black Lives Matter movement of 2020. This paper focuses on the experiences of academics engaging in such work, particularly in their roles as educators, by sharing two of the authors' experiences introducing equity, diversity, and inclusion initiatives in a first‐year science course at a Canadian university. Using critical research methodologies like narrative inquiry and memory work, we look at three separate instances where complex personal, institutional and course attributes fostered, allowed, or hindered efforts to bring these initiatives into the classroom. We consider how problematic incidents and obstacles relating to the organization of content on equity, diversity, and inclusion in science cropped up during the process, how they were perceived and handled in the moment, as well as the authors' reflections, takeaways, and lessons learned from the experience. These stories suggest that efforts to center discussions about equity, diversity, and inclusion in undergraduate science classrooms can be unpredictable and complex, particularly at the day‐to‐day level; this is especially the case when handling subtler microaggressions rather than clear instances of discrimination or harassment. Our study points to the importance of creating a more permanent institutional memory for initiatives that outlive those who initiated and organized them, so that they become embedded within the culture of a course or department.

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By Chart and Chance and Passion: The Importance of Relational Knowing in Learning to Teach

Cited by 58 publications

References 14 publications

Fostering Professional Learning through Relational Teacher Development: Reconceptualizing the Delivery of Professional Development

Fostering Professional Learning through Relational Teacher Development: Reconceptualizing the Delivery of Professional Development

Shaken or Stirred? Considering the usefulness of critical pedagogy in preparing teachers to implement socio-critical health education

Incorporating equity, diversity, and inclusion in science: Lessons learned from an undergraduate seminar

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