Few higher education institutions have training or induction programmes that prepare academics to teach pre-service teachers. How can academics develop and ascertain teaching practices that are appropriate and effective for teaching pre-service teachers? In this self-study, I used Brookfield’s four lenses to inform my teaching. Together with a critical friend, I used the community of practice theory and the metaphors of boundary crossing and boundary objects to interrogate my teaching and students’ learning using students’ experiences as the stimulus for reflection. Findings from this study revealed that pre-service teachers take on multiple identities of teacher, learner, and university student during teaching and learning activities that influence what they learn. The study showed that the pedagogical choices teacher educators make can hinder meaningful learning if they are not aligned to students’ identities. The study also showed that investigating and critically reflecting on students’ experiences of lectures can be an effective methodological approach for identifying and understanding effective practices for teaching and preparing pre-service teachers. The article concludes by arguing and advocating for teacher educators, as experts in a community of practice, to decolonise their classrooms by making them safe spaces for critical dialogue that allows students’ voices and experiences to be heard. Such a practice has the potential to create a community of practice that is characterised by shared knowledge, values, and standards.

中文翻译：

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以学生的演讲经验为镜片，学习有关职前教师的教学：通过自学进行变革性实践的方法论方法

很少有高等教育机构具有培训或入职培训计划，以使学者为任职前教师的教学做好准备。学术界如何发展和确定适合并有效地教授职前教师的教学实践？在这项自学中，我使用了布鲁克菲尔德的四个镜头来指导我的教学。我与一个重要的朋友一起，使用实践理论共同体以及跨界和边界对象的隐喻，以学生的经历作为反思的动力来审问我的教学和学生的学习。这项研究的结果表明，职前教师在影响他们所学内容的教学活动中，会承担教师，学习者和大学生的多种身份。研究表明，如果教师的教育者选择与学生的身份不符，他们的教学选择可能会阻碍有意义的学习。研究还表明，调查和批判性地反思学生的演讲经验可以是一种有效的方法论方法，可以识别和理解教学和准备职前教师的有效做法。本文最后通过辩论和提倡教师教育工作者（作为实践社区的专家）通过为教室提供批判性对话的安全空间（使学生可以听到他们的声音和经历）来实现殖民化。这样的实践有可能创建一个以共同的知识，价值观和标准为特征的实践社区。研究还表明，调查和批判性地反思学生的演讲经验可以是一种有效的方法论方法，可以识别和理解教学和准备职前教师的有效做法。本文最后通过辩论和提倡教师教育工作者（作为实践社区的专家）通过为教室提供批判性对话的安全空间（使学生可以听到他们的声音和经历）来实现殖民化。这样的实践有可能创建一个以共同的知识，价值观和标准为特征的实践社区。研究还表明，调查和批判性地反思学生的演讲经验可以是一种有效的方法论方法，可以识别和理解教学和准备职前教师的有效做法。本文最后通过辩论和提倡教师教育工作者（作为实践社区的专家）通过为教室提供批判性对话的安全空间（使学生可以听到他们的声音和经历）来实现殖民化。这样的实践有可能创建一个以共同的知识，价值观和标准为特征的实践社区。