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On-going Learning for Literacy/English Teacher Educators: Examining Four Spheres of Knowledge

On-going Learning for Literacy/English Teacher Educators: Examining Four Spheres of Knowledge. Clare Kosnik, Pooja Dharamshi , Cathy Miyata, Lydia Menna , and Yiola Cleovoulou. Literacy Teacher Educators: Their Backgrounds, Visions, and Practices.

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On-going Learning for Literacy/English Teacher Educators: Examining Four Spheres of Knowledge

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  1. On-going Learning for Literacy/English Teacher Educators: Examining Four Spheres of Knowledge Clare Kosnik, PoojaDharamshi, Cathy Miyata, Lydia Menna, and YiolaCleovoulou

  2. Literacy Teacher Educators: Their Backgrounds, Visions, and Practices. • to study in depth a group of literacy/English teacher educators, with attention to their backgrounds, knowledge, research activities, identity, view of current government initiatives, pedagogy, and course goals.

  3. Participants • 28 literacy/English teacher educators • Canada • US • UK • Australia • 1-5 years = 7 • 6 -10 years = 10 • 11-15 years = 2 • 16 -20 years= 5 • 21+ years = 4 • New: 0 - 5 years experience; • Mid-career: 6 - 10 years experience • Later-career: 10 + years experience

  4. Methodology • Interviews • Course-related materials • Nvivo for data analysis

  5. Goodwin (2008) Boyd and Harris (2010) content area must be considered separately because each discipline places different demands on teacher educators. five types of knowledge: personal; contextual; pedagogical; sociological; social.

  6. 4 spheres of knowledge

  7. Knowledge of research • LTEs unanimously felt a positive disposition towards conducting and using research was essential • developed PD mainly through their own initiative, using all three forms of PD

  8. Forms of PD • Building on doctoral research • Studying one’s own practice • Engaging in scholarly endeavors • Being part of a research team

  9. “one needs to develop the professional and intellectual resources to be able to engage.” Bob

  10. Knowledge of pedagogy in higher education

  11. Knowledge of literacy and literacy teaching

  12. Knowledge of current school district and government initiatives • LTEs main difficulty was remaining current with school and government initiatives • PD predominantly a self-directed “informal process within a situated, socio-political practice” (Hardy, 2012, p. 1).

  13. Strategies to Remain current • Drawing on personal networks • Capitalizing on school-based activities • Juggling personal vision of education with government initiatives

  14. “I have experienced 4 or possibly 5 different versions of the national curriculum in the UK, so preparing them for the version that currently exists isn’t doing them any favors, they need to prepare, not only for this version… but also for the other ones that will come along”. Justin

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