Aa
Michele McGill ([email protected])
Yvonne Findlay ([email protected])
Michelle Turner ([email protected])
Peter McIlveen ([email protected])
Anne Jasman ([email protected])
How beginning teachers build their professional
understandings
Tacit knowledge
Unpacking personal learning and perceived
teaching baggage
Role of narratives
Role of inquiry
Developing critical reflective practices
Case narrative
Anecdotes & vignettes narrative
Critical reflective
practice through
inquiry
Critical incident narrative
Autobiography narrative
Workshops
Cases
(8 online)
Content
Modules
(ONC & online)
(on-line)
Professional Experience
(15 days)
The sum of all the parts
Cases
Recorded
professional
discussion
Workshops
On-line
tutorial
Content
Professional
Experience
Assessment
National
Standards
1
Human
Growth &
Development
√
2
Learning &
Teaching
Brief
introduction
to planning:
Introductions
& conclusions
Planning:
Curriculum
content,
objectives,
etc…
√
3
Intelligence
√
Micro
teaching
activity
4
Transitions
6
Uncertain
Future
√
√
√
Planning:
Questioning,
differentiation,
etc…
Preparation
for
professional
experience
Planning:
Productive
pedagogies,
habits of
mind
Differentiation
Module 1a:
What makes good teaching?
First part of planning
5
Assessment
7
Knowledge
of Most
Worth
√
8
Critical
Reflection
Weeks 9-13
√
Reflection
on learning
from
practicum
Assessment
Module 1b:
Questioning & assessment
Module 2:
Teaching strategies
Module 3:
Critical reflection
15 days
Assignment 1: 1000 word response to one case study
1.1; 1.3
1.4; 1.5; 1.6;
2.2; 2.6
1.6; 2.3; 2.6;
2.8; 4.1; 7.5
1.1; 1.3; 3.2;
3.3; 3.6; 7.3;
7.4
Assignment 2: 1000 word response to one case study
2.6; 2.8; 3.5;
5.1; 5.2; 5.4;
5.5; 5.6; 7.5
1.2; 2.7; 2.8;
3.4; 3.6; 6.3;
7.3; 7.6
1.1; 1.6; 2.7; 2.8;
2.9; 3.2; 3.4; 4.2;
4.4; 5.2; 5.3
6.1; 6.2;
6.3; 7.6
Assignment 3:
planning &
justification of
sequence of 4
lessons
Case
•
•
•
•
•
Orientation – catalyst for engagement
Case incident
Discussion
Questions
Readings – required and additional
• Initial online 100 word posting in response to each case
•
•
•
Assessment •
•
•
•
Synthesis
1000 word extended response to self selected case (1-4)
Critical reflection guided by assessment rubric
Formative feedback
1000 word extended response to self selected case (5-8)
Assessment rubric identical
Formative feedback
Professional Experience (15 days)
• Assignment 3 – a set of 4 sequenced lesson plans, contextual analysis and critical reflection
linking professional experience, knowledge and understandings gained through cases applied to
their specific learning & recent teaching contexts .
Situated in authentic educational contexts
Concrete / contextualised scenario
Dialogue included in each case
Relevant to initial pre-service educators
Challenged students’ personal pedagogical
framework for their future practice
Cases transit from :
basic to applied concepts & theories
diverse personal familiar life experience to unfamiliar professional
experiences
Questions are scaffolded to:
lead from specific case issues to generalisations and possible application
facilitate analysis & critical reflection
Readings:
challenge assumptions about classroom practice
stimulate new thinking
entice them to engage and explore professional literature.
Reflective responses:
initial 100 word online postings and responses stimulate critically reflective
dialogue between all participants
extended 1000 word responses require an overt connection with National
Professional Standards.
The journey through and with the cases
Introductory Case
A Conflict of interests
Case 8
Case 1
Recollections, Reflections
& Re-membering
Growth & Development
Case 7
What knowledge
is of most worth?
Case 2
Inquiry through critical
reflection on tacit
knowledge, new learnings
and practicum
Spelling – I just don’t get it!
How students learn
Case 6
An uncertain
future for some!
Case 3
Parent Information
Evening
Case 4
Case 5
End of year reports
Purpose & principles of
assessment
Transitions
Social, emotional &
moral development
Diversity in student’s
thinking & learning
capacities
Parity of Outcomes
Mode of Offer (WEB v ONC): No differences between average for
Assignments (A) 1, 2, and 3
A1 and A2: No difference between average results
Correlations
Moderate relationships between 1, 2, and 3
Predictive relationship
A1 and A2 predicted 24% of the variance of A3
Hypothesis
The learning from cases studies (A1 and A2) transfers to unit lesson
plans, contextual analysis and critically reflective coda (A3).
Explicit Outcomes
Students demonstrated critical analysis and reflection drawing
together all elements – cases, readings, professional
experience, workshops and content modules
Progression in the sophistication of case responses was seen as
students moved from simpler cases to more complex cases
Implicit Outcomes
Experience of case-based pedagogy
Experience of e-learning and e-pedagogy:
• Managing social, emotional, physical, technical and relational dimensions
The on-line context created an unfamiliar learning environment
where past successes in a face to face mode challenged their
paradigms of a successful learner who is now becoming a teacher
Immersion in case-based pedagogy challenged staff
to up-skill own personal pedagogy
Challenged staff to develop a social constructivist
pedagogy online
The team based approach enabled us to support
each other’s growth to meet those challenges and
share the work load
Evidence from statistical analysis supported the
case based approach
Synergies between teaching and research realised
Exposure to alternative views and practices
challenged our tacit professional knowledge and
practice in a safe context
Tacit knowledge was made explicit through
dialogues and discussions
Regular team discussions enabled us to evolve into a
community of professional learners.
Realised potential for long term research.
The case-based pedagogy disrupted prior
successful experiences as learners and teachers
The students experienced a process they could
apply to their own journey to becoming and being a
professional educator
These cases provided a scaffolded learning journey
for all—students and teaching team
Ultimately we all learned about being a
learner before being a teacher—whether
in a face-to-face or on-line learning and
teaching environment