Teacher educator collaboration and a pedagogy of teacher education

practice architectures, professional learning, praxis and production

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter is concerned with an instance of teacher educator collaboration between this researcher, a university-based teacher educator, and a team of six teacher educators from a further education college in England. Using a participatory action research approach, the study sought to answer the research question: what happens when teacher educators work together to explore modelling and develop their own pedagogy of teacher education? Six data collection methods were used, including Hardy’s teacher talk, and the data was analysed thematically and through the conceptual lenses of practice architectures, collaboration, and a pedagogy of teacher education. Findings are discussed under the headings of what happens when teacher educators collaborate and what shaped teacher educator collaboration. The study makes three contributions to the study of teacher education. First, it provides an account of the practices and practice architectures shaping the work of a group of rarely studied teacher educators: further education-based teacher educators. Second, it has created and developed a new teaching resource for teacher educators: a Viewing Frame. This resource enables student teachers to notice and see into their teacher educator’s practice and is being used by teacher educators in England and Europe. It is available as free download from http://www.go.herts.ac.uk/FLiTE . Third, it introduces practice architectures as a lens for studying the practices of teacher educator collaborative inquiry, illuminating how the practice architectures of a site and the practices of co-labourers were “enmeshed” and how this shaped this instance of collaboration and, in turn, how the collaboration shaped the site and its co-labourers. The chapter concludes by inviting teacher educators to undertake collaborative research with other teacher educators about the practice of teaching student teachers, using practice architectures as a lens, so others might better understand the practice of teaching student teachers and what shapes the practice of researching teaching.
Original languageEnglish
Title of host publicationBeing a Teacher Educator
Subtitle of host publicationImproving Teacher Education from Within
EditorsAnja Swennen, Liz White
PublisherTaylor & Francis
Publication statusAccepted/In press - 12 Jul 2019

Fingerprint

educator
teacher
learning
education
student teacher
further education
Teaching
data collection method
research approach
resources
action research

Cite this

Powell, D. (Accepted/In press). Teacher educator collaboration and a pedagogy of teacher education: practice architectures, professional learning, praxis and production. In A. Swennen, & L. White (Eds.), Being a Teacher Educator: Improving Teacher Education from Within Taylor & Francis.
Powell, David. / Teacher educator collaboration and a pedagogy of teacher education : practice architectures, professional learning, praxis and production. Being a Teacher Educator: Improving Teacher Education from Within. editor / Anja Swennen ; Liz White. Taylor & Francis, 2019.
@inbook{8bade1ec4a1b476988ba34278a03c10e,
title = "Teacher educator collaboration and a pedagogy of teacher education: practice architectures, professional learning, praxis and production",
abstract = "This chapter is concerned with an instance of teacher educator collaboration between this researcher, a university-based teacher educator, and a team of six teacher educators from a further education college in England. Using a participatory action research approach, the study sought to answer the research question: what happens when teacher educators work together to explore modelling and develop their own pedagogy of teacher education? Six data collection methods were used, including Hardy’s teacher talk, and the data was analysed thematically and through the conceptual lenses of practice architectures, collaboration, and a pedagogy of teacher education. Findings are discussed under the headings of what happens when teacher educators collaborate and what shaped teacher educator collaboration. The study makes three contributions to the study of teacher education. First, it provides an account of the practices and practice architectures shaping the work of a group of rarely studied teacher educators: further education-based teacher educators. Second, it has created and developed a new teaching resource for teacher educators: a Viewing Frame. This resource enables student teachers to notice and see into their teacher educator’s practice and is being used by teacher educators in England and Europe. It is available as free download from http://www.go.herts.ac.uk/FLiTE . Third, it introduces practice architectures as a lens for studying the practices of teacher educator collaborative inquiry, illuminating how the practice architectures of a site and the practices of co-labourers were “enmeshed” and how this shaped this instance of collaboration and, in turn, how the collaboration shaped the site and its co-labourers. The chapter concludes by inviting teacher educators to undertake collaborative research with other teacher educators about the practice of teaching student teachers, using practice architectures as a lens, so others might better understand the practice of teaching student teachers and what shapes the practice of researching teaching.",
keywords = "collaboration, practice architectures, a pedagogy of teacher education, Viewing Frame",
author = "David Powell",
year = "2019",
month = "7",
day = "12",
language = "English",
editor = "Swennen, {Anja } and Liz White",
booktitle = "Being a Teacher Educator",
publisher = "Taylor & Francis",

}

Powell, D 2019, Teacher educator collaboration and a pedagogy of teacher education: practice architectures, professional learning, praxis and production. in A Swennen & L White (eds), Being a Teacher Educator: Improving Teacher Education from Within. Taylor & Francis.

Teacher educator collaboration and a pedagogy of teacher education : practice architectures, professional learning, praxis and production. / Powell, David.

Being a Teacher Educator: Improving Teacher Education from Within. ed. / Anja Swennen; Liz White. Taylor & Francis, 2019.

Research output: Chapter in Book/Report/Conference proceedingChapter

TY - CHAP

T1 - Teacher educator collaboration and a pedagogy of teacher education

T2 - practice architectures, professional learning, praxis and production

AU - Powell, David

PY - 2019/7/12

Y1 - 2019/7/12

N2 - This chapter is concerned with an instance of teacher educator collaboration between this researcher, a university-based teacher educator, and a team of six teacher educators from a further education college in England. Using a participatory action research approach, the study sought to answer the research question: what happens when teacher educators work together to explore modelling and develop their own pedagogy of teacher education? Six data collection methods were used, including Hardy’s teacher talk, and the data was analysed thematically and through the conceptual lenses of practice architectures, collaboration, and a pedagogy of teacher education. Findings are discussed under the headings of what happens when teacher educators collaborate and what shaped teacher educator collaboration. The study makes three contributions to the study of teacher education. First, it provides an account of the practices and practice architectures shaping the work of a group of rarely studied teacher educators: further education-based teacher educators. Second, it has created and developed a new teaching resource for teacher educators: a Viewing Frame. This resource enables student teachers to notice and see into their teacher educator’s practice and is being used by teacher educators in England and Europe. It is available as free download from http://www.go.herts.ac.uk/FLiTE . Third, it introduces practice architectures as a lens for studying the practices of teacher educator collaborative inquiry, illuminating how the practice architectures of a site and the practices of co-labourers were “enmeshed” and how this shaped this instance of collaboration and, in turn, how the collaboration shaped the site and its co-labourers. The chapter concludes by inviting teacher educators to undertake collaborative research with other teacher educators about the practice of teaching student teachers, using practice architectures as a lens, so others might better understand the practice of teaching student teachers and what shapes the practice of researching teaching.

AB - This chapter is concerned with an instance of teacher educator collaboration between this researcher, a university-based teacher educator, and a team of six teacher educators from a further education college in England. Using a participatory action research approach, the study sought to answer the research question: what happens when teacher educators work together to explore modelling and develop their own pedagogy of teacher education? Six data collection methods were used, including Hardy’s teacher talk, and the data was analysed thematically and through the conceptual lenses of practice architectures, collaboration, and a pedagogy of teacher education. Findings are discussed under the headings of what happens when teacher educators collaborate and what shaped teacher educator collaboration. The study makes three contributions to the study of teacher education. First, it provides an account of the practices and practice architectures shaping the work of a group of rarely studied teacher educators: further education-based teacher educators. Second, it has created and developed a new teaching resource for teacher educators: a Viewing Frame. This resource enables student teachers to notice and see into their teacher educator’s practice and is being used by teacher educators in England and Europe. It is available as free download from http://www.go.herts.ac.uk/FLiTE . Third, it introduces practice architectures as a lens for studying the practices of teacher educator collaborative inquiry, illuminating how the practice architectures of a site and the practices of co-labourers were “enmeshed” and how this shaped this instance of collaboration and, in turn, how the collaboration shaped the site and its co-labourers. The chapter concludes by inviting teacher educators to undertake collaborative research with other teacher educators about the practice of teaching student teachers, using practice architectures as a lens, so others might better understand the practice of teaching student teachers and what shapes the practice of researching teaching.

KW - collaboration

KW - practice architectures

KW - a pedagogy of teacher education

KW - Viewing Frame

M3 - Chapter

BT - Being a Teacher Educator

A2 - Swennen, Anja

A2 - White, Liz

PB - Taylor & Francis

ER -

Powell D. Teacher educator collaboration and a pedagogy of teacher education: practice architectures, professional learning, praxis and production. In Swennen A, White L, editors, Being a Teacher Educator: Improving Teacher Education from Within. Taylor & Francis. 2019