Teachers’ Understanding of Imago Dei

Often education is viewed pragmatically as that of preparing students for life as employees. Another view is that education is about enabling human beings to flourish. The pragmatic and flourishing paradox has consequences for national citizenship. For Christian teachers, critical to such an approach would be the manner in which their teaching practice is informed and shaped by a Christian worldview. Such shaping involves an applied knowledge with reference to understanding people, and particularly students as “Imago Dei.” This research presents a pilot study in which 120 teachers in Christian schools in New Zealand and Canada were invited, via an online survey, to respond to three questions on what it means to be made in the image of God, and how that understanding informed their practice. In appropriating the work of Dorothy Smith (2005) on the significance of “voices in the everyday” within a profession, coupled with Charteris’s (2014) “epistemological shudders,” the research engages in a discourse analysis for probing unquestioned assumptions which open up possibilities for meaning-making and, consequently, increased intentionality of practice. Following grounded methodology, the literature review was not undertaken until after the data analysis. Discussion explores the degree of fit with approaches to Imago Dei found in the literature. Data analysis identifies four approaches to participants’ meaning making of Imago Dei. Preliminary findings suggest that how teachers understand Imago Dei does make a difference to how they view themselves as teacher, view students as image bearers, and craft their teaching

Being and Becoming Reflexive in Teacher Education

Initial teacher education is constantly in the spotlight regarding its quality and its effectiveness. The literature contains many claims from those who believe that it is ineffectual. The notion of the reflective practitioner was introduced and embraced as an antidote to these claims, and as an approach to break the influence of technocratic beliefs and expectations which pre-service teachers bring with them to their initial teacher education. Typically reflection targets the practicum experience. However, this study focuses specifically on the contribution of course work to the development of a reflective beginning teacher. This qualitative study invited pre-service teachers to provide insight into their initial teacher education experience: initially within a Teaching of Science methods paper, and then some 18 months later at the conclusion of their three year Bachelor of Education (Teaching) professional preparation. A critical reflexive interpretive methodology which sought authenticity within its meaning-making process developed from an initial consideration of self-study research methodology. Of particular importance was that the enquiry was authentic, participants' voices were valued and recognition was given to the implications embedded within the context within which the study occurred. Methods of data collection included in phase one were: a pre-course questionnaire, a Gestalt-like activity, and pre-service teachers' email reflections based on Hoban's (2000a) categories of learning influences, and meta-reflections from the Teaching of Science paper. The journal I kept during this phase was also drawn upon as data. Phase two data collection included a vignette, and a three part final questionnaire to which 40 pre-service teachers and nine teacher educators responded. The findings suggest that pre-service teachers' understanding of the nature of education is critical to the way in which they experience the course work within initial teacher education. This understanding shapes their perception and consideration lens through which course work is experienced. On entrance to initial teacher education this lens is described, for many pre-service teachers, as technocratic. Education is seen as a commodity, something to acquire, teaching is telling and initial teacher education is dependent on the teacher educator providing the necessary tools and techniques so the beginning teacher can do the right thing. This study suggests that such a stance toward educational experiences is a hindrance mechanism when teacher educators seek transformative teaching, learning, and reflexivity. However, when that view of education is as a process of growth and transformation toward a valued 'way of being', the perspective and consideration lens is described as professional. Rather than focusing on what a teacher does, the focus is on whom the teacher is and how this influences the teaching and learning process. Teacher educators and the institution which is the context within which course work occurs also demonstrate a mixture of technocratic and professional lenses. Important factors within initial teacher education which contribute to transformation from technocratic to professional lens include relational and pedagogical connectedness. These factors lead to valuing, ownership and justification of learning where assessment tasks are tools for personal development and where critical consideration of multiple perspectives has an important role. Relational connectedness (to self, peers, and teacher educators) is important for developing a safe, but challenging, dialogical space in which paradoxes, challenges and pre-service teachers' vulnerable sense of disorientation may be engaged. Pedagogical connectedness relates to the fit between what the teacher educator says and does. For example, a powerful approach to learning is where the pre-service teachers learn to be reflexive, by being reflexive. The study indicates the importance of institutional congruency so that what is espoused is experienced through language, assessment, teaching approaches and contextual culture. However, pre-service teachers' perception and consideration lens determines the degree to which course work is transformational. Where a technocratic lens is dominant, reflection becomes a task to be completed. Where a professional lens is dominant, reflection becomes an iterative process for improving practice by becoming professionally self aware through identifying assumptions in decisions and responses within the learning/teaching relationship, and judging those assumptions for their appropriateness in the light of a developing and critiqued personally owned educational vision

Rethinking teacher education : a mentoring model : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University

This thesis explores concerns about the quality of traditional teacher training particularly in relation to preparation of teachers for schools committed to the provision of a coherent world and life view1. Examples of such schools in New Zealand would include Kura Kaupapa, Fundamental Christian, Catholic, Seventh Day Adventist, Rudolph Steiner, Montessori. A consideration of the nature of the teaching task provides an understanding of the importance placed on the development of a coherent world and life view and the concept of educator as role model. These understandings are seen to apply to lecturers and associate teachers in the pre-service programme as well as to the trainee teacher involved the school classroom. The current image of teacher education programmes is shown to be negative and the clear call to change in areas of content, emphasis, and setting is presented. Areas of concern are identified and the conclusion is reached that this 'call for change' is not something to be ignored, but rather, to be considered and responded to with implementation of appropriate changes. It is suggested that the best way in which to respond to the call for change is through a teacher preparation programme which has a much increased component in the school. In consideration of the literature about school-based teacher preparation it becomes very clear that one key component is the role and training of the Associate Teacher. Models of preparation which are based on concepts such as Mentor, Lead Teacher and Coach are compared and important characteristics are subsequently identified. Other factors deemed to be important to training are relationships, critical and reflective thinking, and experience in the classroom setting. The thesis concludes that while a more effective teacher preparation programme would not be solely conducted or based in a school, major changes to the role of initial training, philosophy, the importance of meaning and the provision of role models must be considered. Support is given for a training programme based on a coherent philosophical foundation with significantly increased time in schools, in which Associate Teachers are involved as key players. Such a course provides experience in the 'real world' of teaching as a base to which the trainees, with the help of teacher educators, can bring theory. Combined with critical and reflective thinking, this process will enable them to develop as skilled and perceptive teachers. The conclusion of this thesis is that there is potential for training excellent teachers within a model of teacher training which has significant school based components with an increased role and responsibility for the associate teacher and school. Such training is seen to simultaneously enhance the existing school staff and community. This is seen to be most appropriate for special character schools where the concept of role modelling is a key to effectiveness

Changing Expectations of Research: Wrestling with the Complex and Unpredictable

Many neophyte researchers such as those who undertake a substantial masters thesis or embark on doctoral research find themselves faced with an unexpected sense of alienation, aloneness and self doubt. The research process is not necessarily what one expects. Nor does it appear that research methods papers prepare one for the personal uncertainty and upheaval that can be part of the process.  This article maps my journey as a developing researcher and PhD student who set out to study student teachers' level of reflectivity and active learning in a class I was teaching but found myself intruding into and exploring my own world of assumptions, beliefs and values. I had embarked on an intrepid journey which would challenge and change my understanding of research methodology, my own teacher education practice and even my self-understanding. The research journey has become an ongoing transformative experience of self discovery, personal and professional development where research is no longer viewed as linear, sequential an

Special Interest Group report: Literacy and numeracy competency of ITE students

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Rapporteurs' report: Is initial teacher education a profession?

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