Taking a ‘reality’ check: Expanding pre-service teachers' views on pedagogy and diversity

Abstract

The outcomes of a two-pronged 'real-world' learning project, which aimed to expand the views of pre-service teachers about learning, pedagogy and diversity, will be discussed in this paper. Seventy-two fourth-year and 22 first-year students, enrolled in a Bachelor of Education degree in Queensland, Australia, were engaged in community sites outside of university lectures, and separate from their practicum. Using Butin's conceptual framework for service learning, we show evidence that this approach can enable pre-service teachers to see new realities about the dilemmas and ambiguities of performing as learners and as teachers. We contend that when such 'real-world' experiences have different foci at different times in their four-year degree, pre-service teachers have more opportunities to develop sophisticated understandings of pedagogy in diverse contexts for diverse learners.

Examining Changes in Pre-service Teachers’ Beliefs of Pedagogy

“…The value and influence of professional experience is well documented in research and supports this view Korthagen, 2004;Rossum & Hammer, 2010;Ryan et al, 2009). The pre-service teachers were possibly using the professional experience to link existing preconceptions with new understandings of pedagogy.…”

“…As evidenced in many studies pre-service teachers' pedagogical beliefs and the challenges of changing these beliefs are viewed as complex, influenced by personal belief systems and experiences (Biesta et al, 2015;Burn, Hagger & Mutton, 2003;Ryan et al, 2009;Wubbles, 1992;Korthagen et al, 2006;Pajares, 1992). Additionally, research has shown that the pre-service teachers' pedagogical practices develop when learning links practical classroom experiences involving critical reflection and includes understanding of the subject's pedagogical knowledge (Endacott & Sturtz, 2015;Lee, 2005;Penso & Shoham, 2010;Vamvakoussi & Skopelitit, 2008;Rossum & Hammer, 2010).…”

“…In order to influence personal beliefs the pre-service teachers' construct of how to teach must be challenged, however pre-service teachers are often reluctant to adopt alternative teaching concepts unless they have experienced failure and will often continue to hold on to pre-existing beliefs at the end of teacher training (Korthagen et al, 2006;Joram & Gabriele 1998;Paakari et al, 2015;Ryan et al, 2009;Wan, Nicholas & Williams, 2010). Changes in pedagogical beliefs may occur when the pre-service teacher experiences conflict between their ideal of pedagogy and the realities of teaching practice within the classroom (Mahlios, Massengill-Shaw & Barry, 2010;Tarman, 2012.…”

“…Le Cormu and Ewing (2008) believe this occurs in reflective practicums, where there is opportunity for active participation, and personal control over learning, which enhances the pre-service teachers' professional agency. Awareness of individual student needs helps the pre-service teacher to become open to change, it involves critical reflection and sense making as a basis for pedagogical beliefs (Korthagen, 2004;NCATE, 2010;Swennen, Lunenberg, & Korthanagen, 2008;Paakkari et al, 2015;Swennen et al, 2008;Ryan et al, 2009).…”

“…The choice and level of pedagogical expertise a pre-service teacher is able to acquire is directly influenced by the quality of that experience, the teaching context and the pre-service teachers' ability to fully engage in reflective processes (Lee, 2005;Penso & Shoham, 2010). Learning needs to be authentic within the school/classroom context, have links to relevant coursework, have exposure to varied classes and be supported by experienced teachers Paakkari et al, 2015;Rossum & Hamer, 2010;Ryan et al, 2009). The practicum experience provides the pre-service teacher with the opportunity to make connections and build confidence with pedagogy (Darling-Hammond et al, 2006;Starkey, 2010).…”