A presentation may at the American Educational Research Association conference in Vancouver on Saturday 14th April. It explores the transition that two teacher educators made from being teachers to teachers of teachers and challenges the expectation that prior experience is easily transferred from one context to another.
21. “
- van der mars (2011, p. 189)
Saturday, 14 April 12
22. “ [DPETE must] use our expertise
and creativity to make
unprecedented adjustments and
decisions about Doctoral-PETE’s
future”
- van der mars (2011, p. 189)
Saturday, 14 April 12
24. We suggest that while
many important
decisions were made
(and will be made)
from those in mission
control (i.e.
experienced PETE
Faculty)
Saturday, 14 April 12
29. Becoming a
teacher educator
Saturday, 14 April 12
30. Becoming a
teacher educator
Self-study
Methodologies
Saturday, 14 April 12
31. learning about teaching teachers
Becoming a
teacher educator
Self-study
Methodologies
Saturday, 14 April 12
32. learning about teaching teachers
Becoming a
a) From high school
teacher educator
Self-study
Methodologies
Saturday, 14 April 12
33. learning about teaching teachers
Becoming a
a) From high school b) from d-pete
teacher educator
Self-study
Methodologies
Saturday, 14 April 12
34. learning about teaching teachers
Becoming a
a) From high school b) from d-pete
teacher educator
Self-study
conclusions
Methodologies
Saturday, 14 April 12
35. In what capacity
would you employ this man?
Saturday, 14 April 12
36. Becoming a
teacher educator
Saturday, 14 April 12
37. The purpose of this presentation is to...
explore our experiences as a)
high school physical education
teachers b) D-PETE students
and c) Junior faculty to
consider how we developed...
Saturday, 14 April 12
39. “ many researchers
prepared through D-PETE
go on to assume the roles
of teacher educators”
- ward, parker,Sinclair & Sutherland, 2011
Saturday, 14 April 12
40. are we engaged in
the preparation of PETE
researchers rather than of
the teacher educators that
many go on to become?
Saturday, 14 April 12
41. So does D-PETE
recruitment occur at the
detriment of teacher
educations future?
Saturday, 14 April 12
43. especially when...
“ many [D-PETE faulty] reported
that the requirement of teaching
experience was often waived and
easily substituted for non school-
based experiences such as
coaching”
- Ward, PArker et al. 2011
Saturday, 14 April 12
44. especially...
“ when considering that pre-
service teachers are as much
influenced by who taught them
as they are by the content of the
teacher education curriculum”
- Murray & Kosnick, 2011
Saturday, 14 April 12
45. several papers in the themed edition
“ reported on the
desirability but not the
necessity of prior teaching
experience in PETE ”
- Ward, PArker et al. 2011; Woods, Goc KArp, & Judd, 2011
Saturday, 14 April 12
46. this is in stark contrast to general education
“ many faculty see the ability to
draw on prior teaching
experience as an almost
essential attribute of aspiring
teacher educators.”
- boyd, Harris, & Murray, 2007
Saturday, 14 April 12
47. indeed...
“ by exploring general
education it is evident that
many individuals who are
now teacher educators were
once classroom teachers”
- Murray & Male, 2005; Williams & Ritter, 2010
Saturday, 14 April 12
48. however, to date
there has been little
research on becoming
a PETE faculty member
Saturday, 14 April 12
51. “
- williamson, 1993, p. 199
Saturday, 14 April 12
52. “ what and how [they] learned
about becoming assistant
professors...was more
through a process of chance
than design”
- williamson, 1993, p. 199
Saturday, 14 April 12
53. this notion is supported generally where...
“ incidental and occasional
learning is characteristic
for beginning teacher
educators.”
- van valzen et al, 2010, p. 71
Saturday, 14 April 12
54. We aim to extend Williamson’s (1993) study
by exploring our experiences
Saturday, 14 April 12
55. Becoming a
teacher educator
Self-study
Methodologies
Saturday, 14 April 12
56. firstly we acknowledge our position as
researchers who are personally interested and
invested in the self study of our own practices
Saturday, 14 April 12
57. “ Self-study is a field that opens up
the complex world of teaching and
learning about teaching in ways
that can only be done by those who
are participants in the work of
teacher education”
- Loughran, 2008, p. 1179
Saturday, 14 April 12
58. The growth of self-study is such that is is now
recognised as one of the largest AERA SIGS
Saturday, 14 April 12
59. more than ten years ago...
“
- Zeichner, 1999
(AERA vice-presidential address)
Saturday, 14 April 12
60. more than ten years ago...
“ contrary to the frequent images of the
writings of teacher educators in the
wider education research community
as shallow, under-theorized, self-
promotional, and inconsequential,
much of this work has provided a deep
and critical look at practices and
structures in teacher education”
- Zeichner, 1999
(AERA vice-presidential address)
Saturday, 14 April 12
61. “ Self-study methodologies help
teacher educators...to develop
deeper awareness of how to
construct strong pedagogical
practice in the future”
- Samaras & Freese, 2006
Saturday, 14 April 12
62. “ Self-study should not only
document what worked well but
also, and more importantly, what
was problematic, unexpected, and
caused a shift in thinking and
practice”
- LaBoskey, 2004
Saturday, 14 April 12
64. Laboskey’s characteristics of self-study
“ a) self-initiated and focused
b) improvement aimed
c) interaction in terms of its process
and potential products
d) the use of multiple, primarily
qualitative methods
e) providing exemplar-based
validation - laboskey, 2004
Saturday, 14 April 12
65. Laboskey’s characteristics of self-study
“ a) self-initiated and focused
b) improvement aimed
c) interaction in terms of its process
and potential products
d) the use of multiple, primarily
qualitative methods
e) providing exemplar-based
validation - laboskey, 2004
Saturday, 14 April 12
66. Laboskey’s characteristics of self-study
“ a) self-initiated and focused
b) improvement aimed
c) interactive in terms of its process
and potential products
d) the use of multiple, primarily
qualitative methods
e) providing exemplar-based
validation - laboskey, 2004
Saturday, 14 April 12
67. Laboskey’s characteristics of self-study
“ a) self-initiated and focused
b) improvement aimed
c) interaction in terms of its process
and potential products
d) uses multiple, primarily qualitative
methods
e) providing exemplar-based
validation - laboskey, 2004
Saturday, 14 April 12
68. Laboskey’s characteristics of self-study
“ a) self-initiated and focused
b) improvement aimed
c) interaction in terms of its process
and potential products
d) the use of multiple, primarily
qualitative methods
e) provides exemplar-based validation
- laboskey, 2004
Saturday, 14 April 12
69. “
- mooney, 1957, p. 154
Saturday, 14 April 12
70. “ any piece of research is accompanied
by an inner and an outer drama
where the researcher wrestles with his
or her intimate experiences and in the
traditions of science, tries to silence
them.”
- mooney, 1957, p. 154
Saturday, 14 April 12
71. in contrast to this traditional approach
we acknowledge that research is personal
Saturday, 14 April 12
73. Both former PE teachers
Ash = 15yrs Tim = 5yrs
Both former D-PETE students
Ash = P/T Tim = F/T
Both junior faculty
Ash = <3 yrs Tim = ,1 yr
Saturday, 14 April 12
74. Both former PE teachers
Ash = 15yrs Tim = 5yrs
Both former D-PETE students
Ash = P/T Tim = F/T
Both junior faculty
Ash = <3 yrs Tim = ,1 yr
Saturday, 14 April 12
75. Both former PE teachers
Ash = 15yrs Tim = 5yrs
Both former D-PETE students
Ash = P/T Tim = F/T
Both junior faculty
Ash = <3 yrs Tim = ,1 yr
Saturday, 14 April 12
76. Both former PE teachers
Ash = 15yrs Tim = 5yrs
Both former D-PETE students
Ash = P/T Tim = F/T
Both junior faculty
Ash = <3 yrs Tim = ,1 yr
Saturday, 14 April 12
77. Both former PE teachers
Ash = 15yrs Tim = 5yrs
Both former D-PETE students
Ash = P/T Tim = F/T
Both junior faculty
Ash = <3 yrs Tim = ,1 yr
Saturday, 14 April 12
78. Both former PE teachers
Ash = 15yrs Tim = 5yrs
Both former D-PETE students
Ash = P/T Tim = F/T
Both junior faculty
Ash = <3 yrs Tim = <1 yr
Saturday, 14 April 12
79. I had more high school experience
but no PETE experience
Tim had less high school
experience but his pete experience
was more significant
Saturday, 14 April 12
84. daily reflections written since
september 2009
>80 post-teaching reflections
written since September 2008
Saturday, 14 April 12
85. these served as artifacts
“
- kelly, 2005, p. 112, our emphasis
Saturday, 14 April 12
86. these served as artifacts
“ re-establishing [of] contact with place
must therefore be part of the self-study
project. The means for doing this are to
be found in such textual artefacts as
church bells, personal memories, and
most importantly in the literature of
place”
- kelly, 2005, p. 112, our emphasis
Saturday, 14 April 12
87. Literature of place is text written as
close to the immediacy of the moment
as possible. The writer is subsequently
able to partially recall the intimacy of
these moments and reflect, again, on
the actions they took.
Saturday, 14 April 12
89. endeavoured to engage with four criteria
“ 1. clear and detailed descriptions of data
gathering
2. clear descriptions of how we constructed
representations of our data
3. multiple ways of representing the same
self-study
4. evidence of the value of the changes to
our ways of being teacher educators.
- feldman, 2003, pp. 27-28
Saturday, 14 April 12
90. endeavoured to engage with four criteria
“ 1. clear and detailed descriptions of data
gathering
2. clear descriptions of how we constructed
representations of our data
3. multiple ways of representing the same
self-study
4. evidence of the value of the changes to
our ways of being teacher educators.
- feldman, 2003, pp. 27-28
Saturday, 14 April 12
91. endeavoured to engage with four criteria
“ 1. clear and detailed descriptions of data
gathering
2. clear descriptions of how we constructed
representations of our data
3. multiple ways of representing the same
self-study
4. evidence of the value of the changes to
our ways of being teacher educators.
- feldman, 2003, pp. 27-28
Saturday, 14 April 12
92. endeavoured to engage with four criteria
“ 1. clear and detailed descriptions of data
gathering
2. clear descriptions of how we constructed
representations of our data
3. multiple ways of representing the same
self-study
4. evidence of the value of the changes to
our ways of being teacher educators.
- feldman, 2003, pp. 27-28
Saturday, 14 April 12
93. endeavoured to engage with four criteria
“ 1. clear and detailed descriptions of data
gathering
2. clear descriptions of how we constructed
representations of our data
3. multiple ways of representing the same
self-study
4. evidence of the value of the changes to
our ways of being teacher educators.
- feldman, 2003, pp. 27-28
Saturday, 14 April 12
101. 19th July 2010
- Ash’s reflective diary
Saturday, 14 April 12
102. 19th July 2010
I need to take more
responsibility for my
teaching.
- Ash’s reflective diary
Saturday, 14 April 12
103. I assumed I could simply transfer
my practise from one setting to another
Saturday, 14 April 12
104. in hindsight the challenges of transition
should have been more obvious
Saturday, 14 April 12
105. I had assumed - as had
my employers - that my
experience and PhD
were enough to allow
me to excel in PETE.
Saturday, 14 April 12
106. yet I still had to consider, or understand,
what my pedagogy of teacher eduction was
Saturday, 14 April 12
107. Tim recalled that...
when I was teaching in schools,
there was a real emphasis on
quick transitions between activities,
having students being physical
active for as much of the class as
possible, and generally keeping the
class busy.
first couple of lessons in his primary PE pre-service program
Saturday, 14 April 12
109. he surmised that...
“ busy, happy
and good”
Placek, 1983
Saturday, 14 April 12
110. because
...today we sat and we talked
for a long time. ..I am aware of
classes in school being active
places/situations, however, to
convey this, maybe I don’t
need to model this all the time.
first couple of lessons in his primary PE pre-service program
Saturday, 14 April 12
111. 14th december 2009
I need to unlearn my
teaching pedagogy and
try and understand how
the new environment
works. Ash’s reflective diary
Saturday, 14 April 12
112. to unlearn my school teaching pedagogy
I had to manage the emerging, dominant and
residual processes of my teaching
Saturday, 14 April 12
113. I had to unlearn my
expectation that a teacher
educator modelled best
practice and had to learn
instead how to be an “asker
of questions”
Saturday, 14 April 12
114. 26th january 2010
challenge the way in which
physical education was taught
at university...yet there’s a
considerable distance between
what I would like to be and
what I currently deliver.
Ash’s reflective diary
Saturday, 14 April 12
115. in a similar process of unlearning
tim was at times as frustrated as he had been
in his first year of high school teaching
Saturday, 14 April 12
116. like many beginning teachers his first concern
was if his students liked him rather than whether and
to what extent they were learning about teaching PE.
Saturday, 14 April 12
117. ...far too reliant on what
his students thought of
him as an indicator of
good PETE teaching...
Saturday, 14 April 12
118. ...which in turn may have
limited how he helped his
students to challenge
their assumptions about
teaching PE.
Saturday, 14 April 12
120. it could be suggested that as a high school teacher
tim was uncritical of his teaching
Saturday, 14 April 12
121. and only by considering the “literature of place”
has he come to reconsider his practices and form
the opinion that his previous pedagogy was flawed
Saturday, 14 April 12
122. also although I made a number of references to the
need to change
I chose not to
Saturday, 14 April 12
124. “ while the experienced teacher
might see and do things
differently or more intuitively
than someone with little or no
experience, these responses are
inherently context specific.”
silverman, 2003
Saturday, 14 April 12
125. therefore perhaps the context was just unfamiliar
and i continued to make judgements as a teacher
rather than seeking answers as a teacher educator.
Saturday, 14 April 12
126. learning about teaching teachers
Becoming a
a) From high school b) from d-pete
teacher educator
Self-study
Methodologies
Saturday, 14 April 12
132. Tim suggested that...
I undertook a PhD in curriculum studies and
teacher development but apart from my thesis study,
had little focus on physical education.
Saturday, 14 April 12
133. I was left to my own devices to learn about
the ways that
Teacher education theory and practice applied
to PETE contexts.
Saturday, 14 April 12
135. I had no background in teacher
education from perspectives
related to either PETE or education generally.
Saturday, 14 April 12
136. My PhD program was never designed
to prepare me for a career in higher
education, as it was undertaken for
the sole purpose of helping me in my
ongoing aim of being a better high
school physical educator.
Saturday, 14 April 12
138. 11th september 2009
moments of doubt strike me
with regards to my complete
lack of experience in this
area [of teacher education].
ash’s reflective diary
Saturday, 14 April 12
139. 11th september 2009
[I am confident] in terms of my
approach as a supervisor, my
knowledge of action research and
physical education, and my ability
to help these students develop and
learn. ash’s reflective diary
Saturday, 14 April 12
140. an apparent “disconnect” between research and practice
was a feature of my transition;
with one not necessarily informing the other.
Saturday, 14 April 12
148. helped me to understand
what might be required to be
a new teacher educator
Saturday, 14 April 12
149. 6th july 2010
Not only does [BTE] offer a way to stay
connected socially with other students
interested in teacher education … but it
also gives me a place where I can report
back about my own successes and
challenges that I experience in my role
as a beginning teacher educator.
tim’s reflections
Saturday, 14 April 12
150. 12th january 2012
I felt that my experiences with BTE
helped me really come to think of
myself as a teacher educator, and
with the communities that I am
engaging with (such as S-STEP
and PE SIGs at AERA and CSSE)
tim’s reflections
Saturday, 14 April 12
152. I felt that through my PhD I had learned how to
be an academic and an innovator
but not about PETE or what my PETE
pedagogy might look like or be
Saturday, 14 April 12
154. given the significance of BTE it is important to question
how much of my “pedagogical reinterpretation”
has been shaped by this group
Saturday, 14 April 12
155. have the groups’ interpretations
become mine?
Saturday, 14 April 12
156. We may then consider whether the “silences” from my
doctoral program would have been as strong if my thesis
hadn’t explored pedagogical and curricular change
but had instead been investigating, for example, teaching
pre-service teachers about using models-based practice in
physical education?
Saturday, 14 April 12
157. We may then consider whether the “silences” from my
doctoral program would have been as strong if my thesis
hadn’t explored pedagogical and curricular change
but had instead been investigating, for example, teaching
pre-service teachers about using models-based practice in
physical education?
Saturday, 14 April 12
158. learning about teaching teachers
Becoming a
a) From high school b) from d-pete
teacher educator
Self-study
conclusions
Methodologies
Saturday, 14 April 12
159. “ Knowing teaching and schooling from
the perspective of a researcher is
fundamentally different than
experiencing teaching and schooling
from the inside. If the trend is to admit
students without teaching experiences
should it be provided once a student is
admitted to a doctoral program?”
- ward, parker et al, 2011, p.150
Saturday, 14 April 12
180. References
Boyd, P., Harris, K., & Murray, J. (2007). Becoming a teacher educator: guidelines
for the induction of newly appointed lecturers in initial teacher education.
Bristol: Higher Education Academy.
Feldman, A. (2003). Validity and quality in self-study. Educational Researcher,
32(3): 26-28.
Graham, R. J. (1989). Autobiography and education. Journal of Educational
Thought, 23(2): 92-105.
Kelly, T. (2005). Truth and fiction: seeing our rural selves. In. C. Mitchell, S.
Weber, & O’Reilly-Scanlon (eds.) Just who do we think we are?: Methodologies
for autobiography and self-study in teaching. (pp. 111-120). London:
RoutledgeFalmer.
Saturday, 14 April 12
181. Kemmis, S. & Grootenboer, P. (2008). Situating praxis in practice: Practice
architectures and the cultural, social and material conditions for practice. In
S. Kemmis, & T. Smith (eds.) Enabling praxis: Challenges for education (pp. 37-62).
Rotterdam: Sense.
Murray, J. & Kosnik, C. (2011). Academic work and identities in teacher education.
Journal of Education for Teaching, 37(3): 243-246.
Murray, J. & Male, T. (2005). Becoming a teacher educator: Evidence from the
field. Teaching & Teacher Education, 21(2): 125-142.
LaBoskey, V. K. (2004). The methodology of self-study and its theoretical
underpinnings. In J. Loughran, M.L. Hamilton, V. LaBoskey, & T. Russell (eds.),
International handbook of self-study of teaching and teacher education
practices (pp. 817-869). Dordrecht: Kluwer.
Saturday, 14 April 12
182. Loughran, J. J. (2008). Toward a better understanding of teaching and learning
about teaching. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre & K. E. Demers
(Eds.). Handbook of research on teacher education. 3rd ed. (pp. 1177-1182) New
York: Routledge.
Mooney, R.L. (1957). The researcher himself. In Research for curriculum
improvement, Association for Supervision and Curriculum Development, 1957
yearbook (pp. 154-186). Washington, DC: Association for Supervision and
Curriculum Development.
Placek, J. (1983). Conceptions of success in teaching: Busy, happy, and good? In T. J.
Templin & J. Olson (Eds.). Teaching in physical education. (pp. 45-56). Champaign, IL:
Human Kinetics.
Saturday, 14 April 12
183. Samaras, A. P. & Freese, A. R. (2006). Self-study of teaching practices primer. New
York: Peter Lang.
Silverman, S. (2003). The role of teaching in the preparation of future faculty.
Quest, 55(1): 72-81.
van der Mars, H. (2011). Reflecting on the state of U.S. Doctoral PETE programs…
“Houston, we’ve had a problem.” Journal of Teaching in Physical Education, 30(2):
189-208.
Ward, P., Parker, M., Sutherland, S. & Sinclair, C. (2011). A critical examination of
the curriculum of physical education teacher education doctoral programs.
Journal of Teaching in Physical Education, 30(4): 145-156.
Saturday, 14 April 12
184. van Velzen, C., van der Klink, M., Swennen, A., & Yaffe, E. (2010). The induction and
needs of beginning teacher educators, Professional Development in Education,
36(1-2): 61-75.
Williams, J. & Ritter, J. K. (2010). Constructing new professional identities through
self-study: From teacher to teacher educator. Professional Development in
Education, 36(1): 77-92.
Williamson, K. M. (1993). A qualitative study on the socialization of beginning
physical education teacher educators. Research Quarterly for Exercise & Sport,
64(2): 188-201.
Saturday, 14 April 12
185. Woods, M. L., Goc Karp, G., & Judd, M. (2011). Search chair and physical education
teacher perceptions about filling PETE positions. Journal of Teaching in Physical
Education, 30(4): 129-144.
Zeichner, K. M. (1999). The new scholarship in teacher education. Educational
Researcher, 28(9): 4-15
Saturday, 14 April 12
186. Images
Slide Number
4, 5, 35, 164 – Michael Jordan from warezone.com
10 – JTPE image from Human kinetics
13, 173 – Apollo capsule image from universetoday.com
16, 17 – Apollo from space image from nasa
18, 19, 20, 174 – ground control 1 image from starling-fitness.com
23, 24, 25 – ground control 2 image from en.wikipedia.org
26, 27 – moon free image from computer
99, 100 – School by Jibby! on Flickr
166, 172 – basketball Jordan from shareyourwallpaper.com
167, 175 – Baseball Jordan from framework.latimes.com
Saturday, 14 April 12