Being and Becoming: The Heart of Teacher Education

Teacher education is of critical concern to a nation’s well-being. Scripture clearly identifies that the predominant narratives in a nation’s education are directly linked to its citizen’s behaviour (e.g., see Psalm 78, Judges 2). Literature which claims that teacher education has little influence on beliefs that pre-service teachers bring to their initial teacher education may unnerve Christian teacher educators who seek to equip teachers to make a difference in the lives of children and parents in a nation (Berry, 2004; Fletcher, 1997; Hatton & Smith, 1995; Lowery, 2003). For example, Berry (2004, p. 1302) observes that: There is little doubt that student teachers’ prior experiences as learners serve as powerful templates for the ways in which they practice as teachers. Their beliefs about teaching are informed by the accumulation of experience over time and, once formed, these beliefs are extremely resistant to change, even when they are shown to be inconsistent with reality

Revisiting reflection

Current teacher education programmes are underpinned by a commitment to the notion of the reflective practitioner and yet, on the whole, pre-service and beginning teachers tend to be resistant to change, tend towards imitation in their classroom practice, and, while on practicum, are committed for a variety of reasons to the continuance of the status quo. In addressing this apparent lack of success in pre-service education to foster reflection in pre-service teachers, this article argues that some components in current paradigms warrant revisiting and changing either in extent or kind. Consideration focuses on the purpose of reflection, the person who reflects, the context for reflection, the process of reflection and finally the role of the framework for reflection. It posits that if reflection is not to become reduced to a competency in teaching technique, it must be addressed in the context of the on campus course as well as in the practicum. The development of an alternative working definition for reflection, which addresses professional self-awareness and the assumptions underpinning professional decision-making, poses challenges for teacher education pedagogy

Influential and intentional teacher education: Embodying a Conceptual Framework

This paper emerges from the critical thinking, research, and evaluation which informed our most recent programme review during which we debated the question, 'How do we educate people for quality teaching in the future?' Drawing on research, stakeholder feedback, and graduate voice, four key influential characteristics are identified. The paper explores some of the implications for the development of teachers who can be effective now and also into the future.Firstly, it is important that the ITE programme is shaped by a research informed Conceptual Framework which is owned and 'lived' by teacher educators and student teachers. Secondly, a holistic developmental approach to teacher development will focus on how student teachers learn to be and become quality teachers. Critical to this reflexive and developmental approach is the disruption of a technicist view of learning and teaching and the development of an alternative image of teaching (Chang-Kredl & Kingsley, 2014; Norsworthy, 2008). Teaching is a most complex endeavour for which student teachers need to develop specific dispositions such as being gracious, being teachable, and being secure. Thirdly, it makes a difference to student teachers' thinking when their developmental journey is contextualised within hopes and realities that are 'bigger than me' and beyond the immediate. In New Zealand, this includes contributing to the aspirations and hopes captured within NZ Curriculum and Te Whāriki. A very influential component of ITE to increase the likelihood of this occurring is student teachers' development of a Passionate Creed (LaBoskey, 1994). When they clearly articulate the passion which inspires and motivates them then, through reflective practice, they will know how to nurture and sustain a sense of call, responsibility and commitment to the vocation of teaching through and beyond the specific challenges faced by beginning teachers (Agbenyega, 2012). Fourthly, teacher educators who contribute to development of quality teachers now and into the future do not just talk about the alternative image of teaching (Bell, 2010; Loughran, 2016). They nurture the student teachers' development through a progression where effective pedagogy and reflective practice are modelled and then required. Theory, practice, inquiry and reflection work together in an ever developing 'spiral of learning'. This approach helps student teachers know what they should know and how they should integrate skill and knowledge into practice, but also why each component is included (Biesta, 2009).Â

Maximising learning dialogues between workplace mentors and students undertaking professional field-based experiences

Field‐based experience is an integral component of many pre-service professional preparation programmes. In these practicum placements, students are paired with a mentor who is usually an experienced practitioner. While placements are regarded as a highly significant contributor to the overall programme, research suggests that student experience and the resultant learning can be varied. Sanders’ 2008 doctoral research focused on the use of intentional interventions within practicum experiences in initial primary teacher training as a means of enriching learning dialogue, which is when the conversation between a supervisor/mentor and learner is characterised by genuine professional co‐enquiry. This study takes that work and extends it into degree programmes preparing students for early childhood education and for counselling