Insights into Pedagogy and Teacher Education: A Holistic Approach
Explore the intricate relationship between pedagogy, teacher education, and the Arctic through the lens of Dr. Paul Adams from the University of Strathclyde. Delve into the essence of education, teacher-learner dynamics, knowing, and working with others in the realm of teaching. Gain a deeper understanding of how teachers influence learners and the educational landscape as a whole.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. Download presentation by click this link. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
E N D
Presentation Transcript
Towards pedagogy and the Arctic Dr Paul Adams: University of Strathclyde
Education and The Person The Person As The Person we are in the world and we act on the world We may do this alone, to alter our relationship with/to the world; Bildung perhaps? The World
Teacher Education Pedagogy: between Teacher as Learner and Professional Practice Teacher- learner The Teacher-Educator is in the world (of) teaching and acts on the world (of) teaching Perhaps alone, to alter their relationship with/to the world (of) teaching; Bildung perhaps? Specifically, though, they influence the relationship the Teacher-learner has with the world (of) teaching The world (of Teaching) Teacher- educator Teacher education is relational, theoretically and practically: to The Other and to Teaching
The Teacher (after Adams & McLennan, 2020) Belonging Teacher- learner Teacher- learner The world (of Teaching) Teacher- educator Being Becoming
Knowing: The here-and-now as well as the enduring. Matters of praxis. Knowing Doing: undertaken with and for others. Big-D/Discourses: standards? The interplay of little- d/discourses. Categorisations & boundaries. Teacher- learner Identifying: Entry into, progression through, and exit from teaching . Big-D/Discourses: processes of a social nature. Adjustments made to the demands of the workplace (HEI, school and LA). Doing Identifying
Working with others to understand oneself Knowing Acts Reflection Exploring lived experience Animation Doing Identifying Bringing to life the world (of) teaching through the identification of one s actions (After Smith, 2019)
(Initial)Teacher Education pedagogy Detailed theory/practice on relationships between elements of professional desire (professionalism and professionality) Deliberative action on interactions between: teachers; learners; and the world A return to origins: (Initial)Teacher Education Pedagogy as the development of being in and acting on the world, with and for others Inherently political, social, cultural the importance of context
(Initial)Teacher Education Pedagogy An ever-evolving appreciation and understanding of the potential of place, space and time for their possibility in the generation of transformational professionals. Realisation of a postmethod pedagogy (perhaps) (after Kumaravadivelu, 2006) Particularity sensitivity to the particular group Practicality teacher s personal ability to monitor and reflect Possibility professional (and personal) experiences brought to life by teachers
Teacher Education Pedagogy: a relational relationship Teacher- learner The world (of Teaching) Teacher- educator
Thankyou Questions/comments?
Things to ponder! The place for context? The importance of relationships? Connections with and to the world?
