ABSTRACT

This article examines what it means for a teacher educator to enact a pedagogy of reflective practice in an initial teacher education classroom using self-study methodology. The focus of the article is the examination of a critical interaction that occurred in a third-year Bachelor of Education mathematics education tutorial (N = 15). The critical incident prompted further reflection through collecting and analysing data that included pre-service teacher (PST) oral feedback during the tutorial; structured written feedback that was based on peer presentations during tutorials; and mid-semester and post-semester ‘freewrites’. Teacher educator journal reflections provided further data for analysis. Thematic analysis together with teacher educator critical incident analysis, revealed key understandings for both the PSTs and the teacher educator. These learning outcomes included the importance of identifying PST perceptions and practices associated with participating in peer assessment; the incongruities between oral and written feedback; the crucial need for PST scaffolding when providing feedback; the impact of the learning environment; and the role of the teacher educator in explicitly facilitating discussions associated with critical incidents, conversations and interactions. Using self-study methodology to examine teaching surfaced unspoken and assumed beliefs, and through examination, led to authentic, negotiated learning and improved outcomes for PSTs and teacher educators.

摘要

本文探讨了对于教师教育者使用自学方法在最初的教师教育课堂中进行反思性实践的教学法意味着什么。本文的重点是对在三年制教育学士学位数学教育教程（N= 15）。严重事件促使通过收集和分析数据，进一步反思，这些数据包括教程中的职前教师（PST）口头反馈；结构化的书面反馈，这些反馈基于教程中的同伴演示；以及学期中和学期后的“ freewrites”。教师教育者的期刊反思为分析提供了进一步的数据。主题分析与教师教育者关键事件分析一起，揭示了PST和教师教育者的主要理解。这些学习成果包括确定与参加同伴评估有关的PST观念和做法的重要性；口头和书面反馈意见不一致；提供反馈时对PST脚手架的关键需求；学习环境的影响；以及教师教育者在明确促进与重大事件，对话和互动相关的讨论中的作用。使用自学方法论来检验教学中浮出水面的，无声的和假定的信念，并通过考试，可以为PST和教师教育者提供真实的，经过协商的学习方式，并可以改善结果。