Discomfort as a means of pre-service teachers’ professional development – an action research as part of the ‘Research Literacy’ course

Amir, Aliza; Mandler, Daphna; Hauptman, Sara; Gorev, Dvora

doi:10.1080/02619768.2017.1284197

Cited by 22 publications

(18 citation statements)

References 23 publications

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“…Today there seems to be a consensus that in order to make TEPs more meaningful for preservice teachers, there should be a tighter connection between practical and academic experience (e.g. Amir et al 2017;Mertler 2014). The interviewees presented themselves as people looking for value in every area of their lives, including their studies.…”

Section: The Millennials' Experience Of Meaningfulnessmentioning

confidence: 99%

Millennial generation preservice teachers inspiring the design of teacher education

Mäkinen

Lindén

Annala

et al. 2018

European Journal of Teacher Education

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The article presents an interpretive phenomenological approach (IPA) to preservice teachers' experiences of their current secondary teacher education programme (STEP) in Finland. The focus of the study is the millennial generation cohort in which new teachers comprise a key group to be studied because they will contribute to the future of education. Thirteen preservice teachers participated in the study. Their experiences are interpreted through the lenses of generation theory and contemporary teacher education research. The findings include three phenomenological themes that are core elements of STEP: time balance, reciprocal participation and meaningfulness. These themes are discussed and suggestions made for ways to transform teacher education to make it more relevant.

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Section: The Millennials' Experience Of Meaningfulnessmentioning

confidence: 99%

Millennial generation preservice teachers inspiring the design of teacher education

Mäkinen

Lindén

Annala

et al. 2018

European Journal of Teacher Education

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“…This is relevant in teacher education, in order to support student teachers and to enable their experiences of emotional labour and relationship maintenance to be used in teacher education. Discomfort in teacher education can be used as a tool in professional development (Amir et al 2017). The findings of the study suggest that it is relevant to discuss establishing boundaries in the teaching profession within teacher education.…”

Section: Practical Implicationsmentioning

confidence: 92%

Boundaries as a coping strategy: emotional labour and relationship maintenance in distressing teacher education situations

Lindqvist

Weurlander

Wernerson

et al. 2019

European Journal of Teacher Education

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Student teachers have to cope with distressing emotions during teacher education. Coping is important in relation to both attrition and bridging the gap between being a student teacher and starting work. The data consist of semi-structured interviews with 25 student teachers, which were analysed using a constructivist grounded theory framework. The aim of the current study was to examine student teachers' perspectives on distressing situations during teacher education, as well as how boundaries were established as a way of coping with emotions related to these situations. The findings show that the student teachers' main concern was to make sense of the imbalance between resources and the demands placed by distressing situations. As a coping strategy, student teachers established professional boundaries linked to emotional labour and relationship maintenance.

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Section: Case Studies Of Teacher Education Program Practices or Inimentioning

confidence: 99%

“…A first case level is the immediate context of the pedagogical interactions between teacher educators and their student teachers in a specific course or initiative (e.g., Amir, Mandler, Hauptman, & Gorev, 2017;Hamodi, López-Pastor, & López-Pastor, 2017). The study of Amir et al (2017), for instance, examines the case of student teachers' discom fort in formulating a research question for their action research projects as part of a re search literacy course in a teacher education program. The authors clearly present the process to the reader, drawing on a variety of sources that include artefacts from stu dents' work and online forums, and highlight the need to create a safe space and support student teachers in finding the tender spot for their research projects in terms of discipli nary content, rather than general classroom management.…”

Section: Case Studies Of Teacher Education Program Practices or Inimentioning

confidence: 99%

Practice-Focused Research in Initial Teacher Education

Abbiss¹,

Vanassche²

2019

Oxford Research Encyclopedia of Education

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This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article. Teacher education has been a matter of concern among policymakers for decades. For just as long, there have been attempts to understand and improve teacher education by studying it empirically. Disenchanted by the progress made by scholarly experts who produced knowledge in “scientific” research “on” teacher education with the aim that findings be implemented in practice settings, teacher educators themselves started researching teacher education. The resulting practice-focused research provides insight into the kinds of research that teacher educators themselves find useful to guide their work and practice in the preparation of teachers. Broadly speaking, research conducted by teacher educators for teacher educators serves a twofold purpose: to inform the improvement of local practice but also to contribute to the development of a public knowledge base in teacher education. The warrants for knowledge for teacher educator research on teacher education practices derive from a range of qualitative research methodologies, and the authority of this research relates generally to questions of relevance and rigor in qualitative research. Research conducted by teacher educators for teacher educators presents challenges for teacher educators in achieving a balance between goals for local relevance and making a theoretical contribution to the field. There are, though, also challenges for teacher educator researchers in understanding the field within which they work. What seems like a relatively simple mission—to provide an overview of qualitative research that focuses on teacher education practice and the preparation of student teachers—proves to be quite a difficult task. Challenges relate to matters of definition, concerning who “qualifies” as teacher educators in times of rapid change and variation in initial teacher education provision internationally, and what constitutes research on teacher education practices. Also, challenges derive from matters of scope in the publication of research by teacher educators. Publication of such research extends beyond that which appears in top tier international journals and which tends to provide an American-centric and Global North view of teacher education. These challenges in themselves raise questions about who gets to define the field of practice-focused research in initial teacher education and how this field is defined by the research practices it entails.

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Discomfort as a means of pre-service teachers’ professional development – an action research as part of the ‘Research Literacy’ course

Cited by 22 publications

References 23 publications

Millennial generation preservice teachers inspiring the design of teacher education

Millennial generation preservice teachers inspiring the design of teacher education

Boundaries as a coping strategy: emotional labour and relationship maintenance in distressing teacher education situations

Practice-Focused Research in Initial Teacher Education

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